THE EFFECTS OF COOPERATIVE LEARNING USING THE THINK-PAIR-SHARE TECHNIQUE TOWARD MATHEMATICS ACHIEVEMENT AND MATHEMATICAL REASONING ABILITY ON BASIC KNOWLEDGE ABOUT REAL NUMBERS

The purpose of this research was to investigate the effects of cooperative learning using the Think–Pair–Share technique on mathematics achievement, mathematical reasoning ability, and student satisfaction of Grade 8 students in the topic of Basic Knowledge about Real Numbers. The sample consisted of 30 Grade 8 students selected through cluster random sampling using classroom as the sampling unit. The research employed a one-group posttest-only design. The research instruments included lesson plans based on cooperative learning using the Think–Pair–Share technique, a mathematics achievement and mathematical reasoning ability, and a student satisfaction questionnaire. The data were analyzed using mean, standard deviation, and percentage. The results revealed that the students’ mathematics achievement after instruction was higher than the 70 percent criterion, with a mean score of 19.40, equivalent to 77.60 percent. In addition, the students’ mathematical reasoning ability was also higher than the 70 percent criterion, with a mean score of 28.70, equivalent to 71.75 percent. Moreover, the overall level of students’ satisfaction toward cooperative learning using the Think–Pair–Share technique was at a high level. These findings indicate that cooperative learning using the Think–Pair–Share technique effectively enhances students’ mathematics achievement, mathematical reasoning ability, and positive attitudes toward mathematics learning.