Think Pair Share (TPS) Model to Improve Learning Outcomes Mathematical Concepts of Multiplication for Students with Mentally Retarded

摘要

One obstacle to deaf students in mathematics is their understanding of the multiplication concept, so that it has an impact on poor mathematics learning outcomes. Based on these problems in this study applying cooperative learning think pair share (TPS) with the aim of analyzing the effect of cooperative learning think pair share (TPS) type on the learning outcomes of the concept of mathematical multiplication of mentally retarded students before and after treatment. The approach used is quantitative, with the type of pre-experiment and research design of one group pretest-posttest design. Data was collected using test, observation and documentation methods. Subjects numbered 6 people. The data collection technique is in the form of a test with non parametric statistical data analysis techniques with the Wilcoxon match pairs test test formula. The results of data analysis using the non-parametric statistical data analysis Wilcoxon match pairs test showed that the use of TPS cooperative learning models had a significant effect on the learning outcomes of the concept of multiplication of children with intellectual disabilities.