Open AccessThe influence of Think-Pair-Share (TPS) cooperative learning methods on the results of studying physics assessed from student attention
Author(s) -
Dandan Luhur Saraswati,
Tantry Agnhitya Sari,
Dita Kameswari,
Solihatun Solihatun,
Erlando Doni Sirait,
Dwi Dani Apriyani,
Zuhana Realita Alfi,
Dian Nazelliana,
V Ardy,
Novita Rahmawati
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1816/1/012075
Subject(s) - cooperative learning , group (periodic table) , mathematics education , control (management) , physics , artificial intelligence , computer science , teaching method , psychology , quantum mechanics
The purpose of this study was to see the effect of the TPS Cooperative learning method on physics learning outcomes in terms of student attention. The research method used was an experimental method. One group was used as the experiment group, namely the physics treatment with the TPS model, While the other group as a control group treated with a model of learning physics discussion. From each group then divided into groups that have high activity and low activity. Based on the results of the analysis, it can be ignored that there is no significant interaction effect between the TPS cooperative learning method and attention to physics learning outcomes. This can be proven where F_count < Ftable (3.289 <4.11) at a very significant level of 5%. which means that there is no significant effect between the Think-Pair-Share cooperative learning method with student attention. So that the Think-Pair-Share cooperative learning method is not appropriate to use to assess the level of student attention.