Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching

• Main Authors: Georgina Maria Tinungki (Author), Budi Nurwahyu (Author), Agus Budi Hartono (Author), Powell Gian Hartono (Author)
• Format: Book
• Published: MDPI AG, 2022-11-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci12110825; 2227-7102
• Keywords: team-assisted individualization (TAI); cooperative learning model; mathematical problem solving; mathematical communication; self-proficiency; operations research; Education; L
• Source: Education Sciences, Vol 12, Iss 11, p 825 (2022)

The purpose of this study is to analyze the increase in the mathematical problem-solving (MPS), mathematical communication (MC), and self-proficiency (SPr) abilities of students by applying the team-assisted individualization type (TAI) of the cooperative and conventional learning models for the experimental and control classes. This is a quasi-experimental study comprising a sample of 50 and 42 students studying for an undergraduate degree in statistics for the experimental and control classes, respectively. Students' mathematical prior knowledge (MPK) is grouped into three levels, namely high, medium, and low. The instruments used are the MPS test, the MC test, the self-proficiency scale, and observation sheets. Statistical analysis instruments used are parametric and non-parametric statistics, such as prerequisite tests for normality and homogeneity of variance, mean difference tests in two or more groups, the post hoc test, and description and interaction tests. The results showed an increase in MPS, MC, and SPr in the experimental class, which is higher than in the control class. Furthermore, there is no interaction between the experimental and control classes despite a significant correlation between MPS, MC, and MPS. These findings are relevant to mathematics and statistics teaching because it has been proven to improve students' MPS, MC, and SPr; hence, learning outputs can be achieved objectively, specifically for operations research teaching.