JOURNAL GEHUJOURNAL GEHU

Journal of General Education and HumanitiesJournal of General Education and Humanities

This study aimed to determine the effect of applying van Hieles theory using a Think Pair Share (TPS) cooperative learning model on students mathematical thinking levels. Following the research objectives, the researchers used experimental and quantitative research methods. In this study, two sampling techniques were used, namely, using purposive and random samples. Based on the sampling technique, class VIII F is the experimental class, and class VIII G is the control class with 32 students each. Based on the results of the analysis, it was found that the level of students mathematical thinking after the implementation of van Hieles theory used the TPS type cooperative learning model with an average post-test score of 63.38, which was considered sufficient, and based on the results of hypothesis testing using t-test calculations, t-count = 3.825 > t-table = 2.04. This means that applying van Hieles theory utilizing a Think Pair Share (TPS) cooperative learning model affects the level of students mathematical thinking.

Based on the results of the discussion, it can be concluded that the level of students mathematical thinking after applying van Hieles theory using the Think Pair Share (TPS) cooperative learning model has an average post-test score of 63.38, indicating a good level of understanding.Furthermore, hypothesis testing confirmed a significant effect of the applied learning model on students mathematical thinking levels.Therefore, the study supports the notion that integrating van Hieles theory with the Think Pair Share (TPS) approach positively influences students cognitive development in mathematics.

Penelitian lebih lanjut dapat dilakukan untuk mengeksplorasi efektivitas penerapan teori Van Hiele dan model pembelajaran kooperatif Think Pair Share dalam konteks materi geometri yang lebih kompleks, seperti geometri ruang. Selain itu, studi komparatif dapat dilakukan dengan membandingkan pendekatan ini dengan metode pembelajaran lainnya untuk mengidentifikasi keunggulan dan kekurangannya secara lebih mendalam. Terakhir, penelitian dapat difokuskan pada pengembangan instrumen asesmen yang lebih valid dan reliabel untuk mengukur tingkat berpikir matematis siswa secara akurat, serta mengidentifikasi faktor-faktor lain yang mungkin mempengaruhi efektivitas pembelajaran geometri, seperti gaya belajar siswa dan karakteristik guru. Penelitian-penelitian ini diharapkan dapat memberikan kontribusi signifikan dalam meningkatkan kualitas pembelajaran matematika, khususnya dalam pengembangan kemampuan berpikir geometris siswa, dan memberikan rekomendasi praktis bagi guru dan pembuat kebijakan dalam merancang pembelajaran yang lebih efektif dan relevan.

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