PENGARUH PENERAPAN MODEL PEMBELAJARAN TPS TERHADAP KEAKTIFAN DAN KEMAMPUAN PENALARAN DEDUKTIF SISWA

This research was motivated by the low levels of student activity and deductive reasoning skills in mathematics learning, particularly in the topic of flat-sided geometric solids. The learning process, which is still largely teacher-centered, results in students being less active in asking questions and participating in discussions. Additionally, students have not yet demonstrated the ability to draw logical conclusions effectively. Therefore, a learning model that actively engages students and fosters their deductive thinking skills is needed.

The Think Pair Share (TPS) learning model was selected as an alternative approach to address these issues. This study aims to determine the effect of implementing the TPS learning model on students’ learning activity and deductive reasoning skills. Student activity is examined from physical, mental, and emotional aspects. Meanwhile, deductive reasoning skills include the ability to apply general principles to specific cases, evaluate the validity of arguments, and draw logical conclusions.

This research employed a quasi-experimental method with a one-group pretest-posttest design. The sample consisted of eighth-grade junior high school students. The research instruments included student activity observation sheets and tests of deductive reasoning ability. The collected data were analyzed using both descriptive and inferential statistical methods.

The results indicate that the implementation of the TPS learning model has a significant effect on students’ activity and deductive reasoning skills. This is evidenced by an increase in activity observation scores at each meeting and significant differences between pretest and posttest scores. Therefore, it can be concluded that the TPS learning model is effective as a student-centered mathematics learning strategy that promotes active participation and enhances logical thinking skills.