IMPROVING STUDENTS' MATHEMATICAL COMMUNICATION SKILLS THROUGH THE THINK PAIR SHARE LEARNING MODEL

Abstract

This study aims to improve students' mathematical communication skills through the implementation of the Think Pair Share (TPS) learning model. This study uses a Classroom Action Research (CAR) approach which is implemented in two cycles, with the stages of planning, implementation, observation, and reflection. The research subjects were 30 grade X high school students. Data collection techniques include observation to observe student activities, tests to measure mathematical communication skills, and documentation as supporting data. The results of the study show an increase in students' mathematical communication skills, which is indicated by an increase in the average value from cycle I to cycle II and increased student activeness in the learning process. Students become more able to convey ideas, discuss, and write mathematical concepts systematically. Thus, the implementation of the Think Pair Share model is proven to be effective in improving students' mathematical communication skills and creating more active, interactive, and meaningful learning in the classroom.