Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

• Published in: Journal of physics. Conference series Vol. 895; no. 1; pp. 12025 - 12030
• Main Authors: Afthina, H, Mardiyana, Pramudya, I
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.09.2017
• Subjects: Education; Geometry; Intelligence; Learning; Mathematical analysis; Mathematical models; Mathematics education; Physics; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/895/1/012025

This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students' mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students' mathematical achievement particularly in geometry material.