THE EFFECT OF THE TEAM ASSISTED INDIVIDUALIZATION LEARNING MODEL ASSISTED BY WORDWALL ON STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY
North Sumatra, Indonesia
DOI:
https://doi.org/10.36085/math-umb.edu.v13i3.10993Abstract
The mathematical problem-solving skills of students in Indonesia remain comparatively weak, a pattern evident both in the 2022 PISA outcomes and among eighth-grade learners at SMP Swasta Cerdas Murni, where the majority failed to reach the Minimum Completeness Criteria (KKM) on problem-solving tasks, especially those involving statistics. This research seeks to determine how the Wordwall-supported Team Assisted Individualization (TAI) learning model influences students' ability to solve mathematical problems in the topic of statistics. A quantitative method was applied using a Pretest-Posttest Control Group Design, involving 48 eighth-grade students who were assigned to experimental and control groups through cluster random sampling. Data were gathered using essay-based tests grounded in Polya's problem-solving indicators, and analyzed through the Independent Sample T-Test alongside Cohen's d. Findings showed a statistically significant effect (p < 0.001) with a very large effect size (Cohen's d = 6.028), demonstrating that the experimental group's improvement in problem-solving ability far outpaced that of the control group. Overall, the results indicate that the Wordwall-assisted TAI model offers a promising alternative for mathematics instruction, one that encourages students to engage actively and collaboratively while studying statistics.
Keywords: Team Assisted Individualization, Wordwall, mathematical problem-solving ability, statistics, digital gamification
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