The Effect of the Think Pair Share Cooperative Learning Model on the Mathematical Reasoning Ability of Eighth-Grade Junior High School Students in Straight-Line Equations
DOI:
https://doi.org/10.64780/jole.v2i3.242Keywords:
Think Pair Share, mathematical reasoning, straight-line equations, cooperative learning, junior high schoolAbstract
Background: Mathematical reasoning is essential for enabling students to interpret mathematical information, justify procedures, evaluate arguments, and draw logical conclusions. However, many junior high school students still experience difficulties in connecting algebraic, numerical, and graphical representations in straight-line equations. The Think Pair Share cooperative learning model provides structured opportunities for students to think independently, discuss mathematical ideas with a partner, and communicate their reasoning to the class.
Aims: This study aimed to examine the effect of the Think Pair Share cooperative learning model on the mathematical reasoning ability of eighth-grade junior high school students in straight-line equations.
Methods: A quantitative quasi-experimental approach with a nonequivalent control group design was employed. The participants were 49 eighth-grade students at SMP DRIEWANTI, Bekasi City, during the 2025/2026 academic year. Class VIII-B, consisting of 24 students, was assigned as the experimental group, while Class VIII-A, consisting of 25 students, served as the control group. Data were collected through pretests and posttests and analyzed using descriptive statistics, normality and homogeneity tests, and an independent-samples t-test.
Results: The experimental group obtained a mean posttest score of 80.208, whereas the control group achieved 68.600, producing a mean difference of 11.608 points. The hypothesis test indicated a statistically significant difference between the groups, with t(47) = 5.937 and p < 0.001.
Conclusion: Think Pair Share positively affected students’ mathematical reasoning ability in straight-line equations. Its structured sequence of individual thinking, paired discussion, and classroom sharing supported students in developing, examining, and communicating mathematical arguments more effectively than conventional instruction
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