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This study aims to determine the effectiveness of the use of set theory modules in Think Pair Share learning on independence and student learning outcomes. This research is a quasi-experimental research with Posttest-Only Control Design. The subjects in this study were students of the mathematics education program class 2019 class A as an experimental class. Data collection techniques used were tests, questionnaires, and documentation techniques. Data analysis uses descriptive statistics to reveal trends in initial abilities, learning independence, and learning outcomes. Data analysis using the t-test to test hypotheses with previously carried out the balance test, normality test, and homogeneity test. The results of this study indicate that the use of the Set Theory module in Think Pair Share learning is no more effective than without the use of the Set Theory module in Think Pair Share learning on student independence and learning outcomes

Using the Set Theory Module in Think Pair Share Learning, Is It Effective?