The The effect of think pair share cooperative learning model on students’ mathematical communication ability
DOI:
https://doi.org/10.33474/jpm.v11i2.24323Keywords:
Think Pair Share, Direct Instruction, Mathematical Communication, Mathematics, Cooperative LearningAbstract
Mathematical communication is a critical competence that enables students to express ideas, use precise language, and construct logical reasoning. However, current conditions in many schools reveal a gap: students taught through direct instruction struggle to represent, explain, or visualize concepts, which limits their problem-solving and understanding, underscoring the need for innovative teaching approaches. To address this issue, the present study investigated the effect of the Think-Pair-Share (TPS) cooperative learning model on students' mathematical communication ability using an explanatory sequential mixed-methods design. The research was conducted in two eighth-grade classes at SMPS Bina Satria Medan, each with 30 students. The experimental class used TPS, while the control class received direct instruction. Quantitative data were collected through pre-test and post-test assessments, while qualitative insights were obtained from classroom observations, interviews, and students' written work. The results showed that the experimental group achieved a higher post-test mean score (75.10) compared to the control group (65.77). An independent t-test confirmed a statistically significant difference (t = 3.5785, p = 0.0007), with a large effect size (Cohen’s d = 0.92), indicating an 82% practical impact of the TPS model. Qualitative analysis revealed that TPS supported students in representing mathematical ideas more fluently, constructing clearer visualizations, and articulating their reasoning more confidently. Collaborative stages within TPS promoted peer discussion, reflection, and structured explanation, benefiting students across all ability levels. These findings highlight the effectiveness of TPS in improving mathematical communication through both individual and social learning processes.
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