Meta Analisis Komparasi Keefektifan Model Pembelajaran Kooperatif Tipe Jigsaw dan TSTS (Two Stay Two Stray) Terhadap Kemampuan Berpikir Kritis pada Pembelajaran Matematika Siswa Sekolah Dasar

Abstract

There are still many students who do not focus on participating in learning activities and do not have high curiosity, so that it has an impact on their low critical thinking skills. This study aims to analyze the comparative difference between the effectiveness of the Jigsaw and Two Stay Two Stray (TSTS) cooperative learning models on critical thinking skills in mathematics learning. The subject of this research is a collection of Jigsaw and Two Stay Two Stray (TSTS) learning articles on students critical thinking skills, totaling 12 scientific publication articles. The results of the analysis state that the hypothesis using the Ancova test uses Univariate which shows a significance value of 0.038 which means less than 0.05 (0.038 ˂ 0.05). The Ancova test results prove that the f-count ˂ f-tabel is 5.918 ˃ 4.26 and the significance is 0.038 ˂ 0.05 which proves that Ho is rejected and Ha is accepted. From these results it is evident that there is a significant difference between the use of the Jigsaw and Two Stay Two Stray (TSTS) learning models. The results of the analysis used the Ancova test to determine the effect size of 0.683 with a Sig. 0.006. This shows that the Jigsaw and Two Stay Two Stray (TSTS) learning models have a significant influence on critical thinking skills in elementary school students mathematics learning. The implication of this research is that the Jigsaw and Two Stay Two Stray learning model can improve students critical thinking skills.