CHAPTER II

LITERATURE REVIEW

2.1 Theoretical study

2.1.1 Definisition of Learning
Learning is a process, an activity to acquire knowledge through
experience. Many found from various sources about the meaning of learning,
including:
a. According to the large Indonesian Dictionary (KBBI), etymologically
learning means "trying to acquire intelligence and knowledge". This
definition means that learning is an activity to achieve intelligence or
knowledge that is not previously owned.
b. According to Trianto (2016: 16) learning is generally defined as
changes in individuals that occur through experience, and not because
of the growth or development of the body or the characteristics of a
person from birth. The learning process occurs in many ways, both
intentional and unintentional, and lasts all the time and leads to a
change in learners.
c. Slameto (in Suryani & Agung, 2012: 35) learning is a process of the
effort carried out by a person to obtain a whole new change in
behavior, as a result of his own experience in interaction with his
environment.
d. Sudjana (in Afandi et al., 2013: 2), views learning as a process
characterized by a change in a person, change as a result of the
learning process can be shown in various forms such as changes in
knowledge, understanding, attitudes, and behavior, skills,
conversations, habits, as well as changes in the aspects that exist in the
individual who learns.
e. Djamarah (2016: 11) learning is a process of changing behavior thanks
to experience and training. This means that the purpose of the activity
is a behavior change, whether it is related to knowledge, skills, or
attitudes, even covering all aspects of the organism or person.

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Teaching and learning activities such as organizing learning

experiences, processing teaching, and learning activities, and assessing
learning processes and outcomes.
f. According to Abdurrahman (2003: 28), learning is a process of an
individual who seeks to achieve learning goals or what is commonly
called learning outcomes, which is a form of behavior change that is
relatively sedentary.
Based on the above opinions, it can be concluded that learning and
learning is a process and activity of acquiring new knowledge through experience.
By learning, a person gains knowledge from not knowing to knowing or being
able to do an activity that previously could not be done so that it can be done as a
result of the effort that one does with repeated practice.

2.1.2 Definition of Mathematics Learning

Learning mathematics is one of the learning problems in Indonesia, this
is because, in the implementation of the human resource development process,
mathematics is one of the elements needed. Learning is something that is done by
students, not made by students. Learning is an educator's effort to help students
carry out learning activities.

According to Trianto (2016: 17) "Learning is a complex aspect of human

activities, which is not fully explained. Simple learning can be interpreted as the
product of a continuous interaction between development and life experiences.
Learning is essentially a conscious effort from a teacher to teach students
(directing student interaction with other learning resources) to achieve the
expected goals. From this meaning, it is clear that learning is a two-way
interaction between a teacher and students.

Fathurrohman (2015: 16) says that "Learning is an assistance provided by

educators so that the process of acquiring knowledge and mastery of skills and
character can occur, as well as the formation of attitudes and beliefs in students".
Learning mathematics is concerned with what and how to use it in making
decisions in solving problems. Meanwhile, Rusman (2012: 134) states that
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"Learning is a process of interaction between teachers and students, both direct

interactions such as face-to-face activities and indirectly".
The Ministry of National Education (in Effendi L. E, 2012: 2) states that
learning mathematics aims to make students have the following abilities:
1. Understand mathematical concepts, explain the relationship between
concepts and apply concepts or algorithms, in a flexible, accurate,
efficient, and precise manner, in problem-solving.
2. Using reasoning on patterns and properties, performing mathematical
manipulations in making generalizations, compiling evidence, or
explaining mathematical ideas and statements.
3. Solve problems which include the ability to understand problems, design
mathematical models, solve models and interpret the solutions obtained.
4. Communicating ideas with symbols, tables, diagrams, or other media to
clarify the situation or problem.
5. Having an attitude of appreciating the usefulness of mathematics in life,
namely having curiosity, concern, and interest in studying mathematics,
as well as being resilient and confident in problem-solving.
Based on the above opinion, it can be concluded that learning is a
learning activity that has been programmed by the teacher in an instructional
design so that students can learn actively supported by learning resources. In the
implementation of this research, learning activities were carried out in
mathematics lessons at the junior high school level.

2.1.3 Problems in Learning Mathematics

A problem is a situation or condition (can be an issue/question) that is
aware of and requires an action to solve, and there is no immediate way to solve
the situation. Problems (problems) are part of human life, both originating from
within and from the surrounding environment. Almost every day humans are
faced with a problem that needs to be solved. The existence of these problems
indirectly makes solving a basic human activity for survival.
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Talking about mathematical problems, Launcher (in Hartono, 2014: 2)

describes it as a mathematical problem whose solution strategy is not immediately
visible, so the solution requires knowledge, skills, and understanding that have
been previously learned. Furthermore, Polya stated two kinds of mathematical
problems, namely:
1. Problem to find where we are trying to construct all kinds of objects or
information that can be used to solve the problem.
2. The problem to prove is where we will show one of the truths of the
statement, that is, the statement is true or false. This type of problem
prioritizes the hypothesis or conclusion of a theorem whose truth must
be proven.
Suherman (in Husna et al, 2013: 83) states that "A problem usually
contains a situation that encourages someone to solve it but does not know
directly what to do to solve it". Therefore, if a problem is given to a student and
the student can immediately know the correct answer to the problem given, then
the problem is not said to be a problem.
Meanwhile, according to Siswono (2018: 43), a problem can be
interpreted as a situation or question faced by an individual or group when the
situation or question faced by an individual or group when they do not have
certain rules, algorithms/procedures, or laws that can immediately be used to
determine the answer. . In other words, problems arise because individuals do not
have rules to solve them.
From the description above it can be concluded that a problem in
mathematics is a problem or question that has challenges, students cannot
immediately recognize how to solve it because it requires stages/steps to find a
solution, and students have never worked on the problem. Where solve these
problems requires knowledge, skills, and understanding that have been previously
learned. So that teachers can start by teaching mathematical concepts that are
packaged attractively and create a comfortable learning environment.
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2.1.4 Problem Solving Skills

Problem-solving is part of the thinking process. Often considered to be
the most complex of all intellectual functions, problem-solving has been defined
as a higher-order cognitive process that requires modulation and control over
routine or basic skills.
Skill is a term that is widely used both in the school environment and
outside the school environment. Problem-solving skills are a person's basic ability
to solve a problem that involves critical, logical, and systematic thinking. The
importance of improving problem-solving skills cannot be separated from its role
in life, namely to develop one's ability to deal with a problem.
The integrated teaching process will help students to develop skills in
expressing and realizing it in real life, finding real-life examples to prove what
they have learned, and connecting what they learn with various life experiences.
This shows that education should focus on improving skills to solve problems in
life by freeing students' creativity.
Furthermore, Memnun, et al (2012) also suggested that enabling
individuals to acquire problem-solving skills and train individuals who can
overcome problems encountered during their real life, is a priority goal and main
goal of education today. This shows that problem-solving skills have a very
important role in education. Problem-solving skills also greatly influence students
in achieving success.
Therefore, students will gain experience in using the knowledge and
skills they have. In line with Luncher's opinion (in Hartono, 2014: 3) solving
mathematical problems is a process of applying mathematical knowledge that has
been previously acquired into new situations that are not yet known.
Talks about solving mathematical problems cannot be separated from the main
character, namely George Polya. Polya (in Sumartini, 2016: 151) suggests that to
solve a problem four steps can be taken, namely:
1. Understand the problem
Activities that can be carried out in this step are: what (data) is known,
what is not known (asked), whether the information is sufficient, what
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conditions (conditions) must be met, restating the original problem in a more

operational form (solvable).
2. Planning the solution
Activities that can be done in this step are: trying to find or remember
problems that have been solved that have similarities to the problem to be
solved, looking for patterns or rules, develop settlement procedures (making
conjectures).
3. Solve problems according to plan
Activities that can be carried out in this step are: carrying out the
procedures that have been made in the previous step to get a solution.
4. Re-examine the procedure and the results of the completion
Activities that can be carried out in this step are: analyzing and evaluating
whether the procedures applied and the results obtained are correct, or whether
the procedures can be generalized.

Through these organized stages, students will obtain optimal results and
benefits from problem-solving. From the description above, it can be concluded
that problem-solving skills are a person's skills in applying previously acquired
mathematical knowledge into new, unfamiliar situations to solve a mathematical
problem.

2.1.5 Cooperative Learning Model

2.1.5.1 Definition of Cooperative Learning
Cooperative learning is learning that conditions students into small
groups of 2-6 people in one group to solve a problem so that the desired goals can
be achieved. According to Solihatin and Raharjo (2009: 5), the cooperative
learning model is a learning activity in groups to work together to help each other
construct concepts, solve problems, or inquire. According to theory and
experience, so that the group is cohesive (cohesive-participative), each member of
the group consists of 2-6 people, heterogeneous students (ability, gender, and
character), there is control and facilitation and they ask for responsibility for
group results in the form of reports or presentations.
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In line with Johnson & Johnson (in Isjoni, 2014: 17), cooperative
learning is grouping students in the class into small groups so that students can
work together with their maximum abilities and learn from each other in the
group. Meanwhile, according to Shoimin (2018: 45) "Cooperative learning is a
learning model in which students learn in small groups who have different levels
of ability". In completing group assignments, each member works together and
helps understand a learning material. The material is not finished if one of the
friends in the group has not mastered the lesson material.
Zamroni argues that the benefits of implementing cooperative learning
are that it can reduce educational gaps, especially in the form of input at the
individual level. In addition, cooperation can develop social solidarity among
students. By cooperative learning, it is hoped that someday a new generation will
emerge who have tended academic achievements and have strong social solidarity
(Trianto, 2016: 57).
According to Shoimin (2018: 48) cooperative learning has the following
advantages and weaknesses:
a. The advantages of the cooperative learning model
1. Increase the self-esteem of each individual.
2. Acceptance of greater individual differences so that interpersonal
conflicts are reduced.
3. Increase motivation and self-confidence.
4. Improve learning progress.
5. Increase the feeling of being in the place of learning and liking his
classmates.
6. Easy to apply and inexpensive.

b. Weaknesses of the cooperative learning model

1. The teacher is worried that there will be chaos in the classroom. Many
students are not happy when asked to cooperate with others.
2. Feelings of anxiety in-group members about the loss of their
characteristics or uniqueness because they have to adjust to the group.
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3. Many participants fear that the work will not be divided equally or fairly
that one person will have to do the entire work.
From this description of cooperative learning, it can be concluded that
cooperative learning requires cooperation between students and interdependence
in the structure of achieving tasks and goals and students being more active. The
success of this learning depends on the success of each individual in the group,
with this success it will mean to achieve a positive goal in group learning.

2.1.5.2 Learning Model Components

According to Joyce and Weil (1986: 70), some key ideas need to be
understood as components of a learning model in general, namely 1) syntax,
which is a learning sequence commonly called a phase or step, 2) a social system,
namely the role of students and teachers. , as well as the required norms, 3) the
principle of reaction, which gives the teacher an overview of how to view and
respond to what students do, 4) the support system, namely the conditions or
conditions needed for the implementation of a model, such as classroom settings,
instructional systems; and 5) instructional impact and accompaniment impact, the
instructional impact is learning outcomes that are achieved directly by directing
students to the expected goals, while accompaniment impact is other learning
outcomes produced by a teaching and learning process, as a result of creating a
direct learning atmosphere. by students without direct direction from the teacher.
Furthermore, according to Heny, the components in the cooperative learning
model consist of:
a. Syntax, which consists of conveying goals and preparing students,
presenting information, organizing students into learning teams, helping
teamwork and learning, evaluating, giving recognition or appreciation.
b. The principle of reaction, seen from the cooperation of students in
groups to solve problems, and the role of the teacher here is only as a
companion, guide, facilitator, and motivator, not placing themselves as
the main source of knowledge for students.
c. Social system, there is a pattern of relationship between teachers and
students, namely, there is a two-way interaction, which means that the
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interactions that occur between teachers and students and between

students and other students.
d. Support System, in practice it requires facilities and infrastructure that
can help implement this model.
Instructional impact and accompaniment impact, namely giving students
knowledge, concepts, abilities, and understanding, while the Accompaniment
impact is that students are expected to gain interest, independence, values , and
positive attitudes of students in learning.

2.1.5.3 Steps in Cooperative Learning

There are six main steps or stages in the lesson that use cooperative
learning. The cooperative learning steps proposed by Shoimin (2018: 46) are as
presented in table 2.1 below:

Tabel 2.1 Steps in Cooperative Learning

Phase Teacher's behavior

Phase – 1 The teacher conveys all the lesson objectives to
Outlines the objectives and be achieved in the lesson and motivates
motivate students students to learn.
Phase -2 The teacher presents information to students by
Presenting information way of demonstrations or through reading
material.
Phase -3 The teacher explains to students how to form
Organizing students into study groups and helps each group make the
cooperative groups transition efficiently.
Phase -4 The teacher guides study groups as they work
Guiding the group work on their assignments.
and study
Phase -5 The teacher evaluates the learning outcomes of
Evaluation the material that has been studied or each
group presents the results of their work.
Phase -6 Teachers look for ways to reward both the
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Give awards effort and the learning and group outcomes.

2.1.6 Think Pair Share Type Cooperative Learning Model

2.1.6.1 Understanding the Think Pair Share Type Cooperative Learning
Learning Model
Think Pair Share was first developed by Frang Lyman and colleagues
from the University of Maryland in 1985. Arends (in Trianto, 2016: 81) states that
Think Pair Share is an effective way to vary the atmosphere of class discussion
patterns, assuming that all recitations or discussions need arrangements to control
the class as a whole.
The procedure used in Think Pair Share can give students more time to
think, respond to and help each other. Think Pair Share is a cooperative learning
model that allows students to work alone and collaborate with others (Zulfah,
2017: 5).
Think Pair Share is a cooperative learning model that gives students time
to think and respond and help each other. This model introduces the idea of
"Thinking time or waiting time" which is a strong factor in improving students'
ability to respond to questions. The Think Pair Share model of cooperative
learning is relatively simple because it does not take a long time to arrange seats
or group students. This learning trains students to have the courage to argue and
respect the opinions of friends. (Shoimin, 2018: 208).
According to Trianto (2016: 81), there are three stages in implementing
this Think Pair Share type of cooperative learning, namely:
1. Step 1: Thinking
The teacher asks a question or problem-related to the lesson and asks students
to take a few minutes to think for themselves about the answer or problem.
Students need an explanation that speaking or doing is not part of thinking
teacher asks a question or problem-related to the lesson, and asks students to
take a few minutes to think for themselves about the answer or problem.
Students need an explanation that speaking or doing is not part of thinking.
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2. Step 2: Pairing
Furthermore, the teacher asks students to pair up and discuss what they have
obtained. Interaction during the allotted time can pool ideas if a specific
problem is identified Normally the teacher gives no more than 4 or 5 minutes
to pair up.
3. Step 3: Sharing
In the final step, the teacher asks the pairs to share with the whole class what
they have discussed. It is effective to get around the room from the partner
getting the opportunity to report.

2.1.6.2 Strengths and Weaknesses of the Cooperative Learning Model Type

Think Pair Share
According Shoimin (2011: 68) Think Pair Share type has Advantages
and Weaknesses as follows:
a. The advantages of the Cooperative Learning Model Type Think Pair
Share
1. TPS is easy to implement at various levels of education and every
opportunity.
2. Provide thinking time to improve the quality of student responses
3. Students become more active in thinking about concepts in subjects.
4. Students understand more about the concept of subject matter during
the discussion.
5. Students can learn from other students.
6. Each student in his group has the opportunity to share or convey their
ideas.
b. Weaknesses of the Cooperative Learning Model Type Think Pair
Share
1. Many groups report and need to be monitored.
2. Fewer ideas emerged.
3. If there is a dispute, there is no arbitrator.
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2.1.7. Implementation of E-learning in Mathematics Learning

Nowadays, the use of e-learning or Information and Communication
Technology (ICT) has penetrated almost all developing countries as well as
Indonesia. E-learning becomes a learning tool. Supposedly, the use of e-learning
or ICT has already been integrated into everyday learning. This is confirmed by
Jamieson-Proctor, Burnett, Finger & Watson (2006) who said: “The integration of
information and communication technology (ICT) has become a high priority
across Australian schools, just as it has in schools internationally.”

In the use of e-learning, teachers may not only demonstrate or use the computer as
a tool for typing but also use it to teach a complex matter, and the teachers must
remain proactive to the characteristics of the students. Students should be told,
why it should be done. Higgins & Mosley (2001) said that: “but that it is much
more complex and proactive and requires a clear emphasis on addressing not just
'how' to do it, but on 'why' it should be done.”

In learning mathematics, students need to be trained to learn to find by

themselves through the utilization of computer/internet. Related to learning to find
by themselves Hillman (2003) wrote that the beginning point for learning is a
problem that the student wants to resolve.

In addition, teachers are educators. When utilizing e-learning as a medium

of learning, teachers can also convey the values of good character. Beliefs and
perceptions not only about e-learning or ICT itself but also need to be associated
with a good approach between teachers and students personal and remain in
professional scope in teaching the material to the students. Phelps & Maddison
(2008) said: “It is argued that effective e-learning or ICT professional
development for teachers must take account of teachers 'values, attitudes, beliefs
and perceptions not only regarding ICT but about teachers' approaches to review
their personal and professional learning.” For students with limited school
facilities and infrastructure, it is still possible to develop their creativity, ideas,
and their role by the level of their ability. It is expected that e-learning or internet
and web pages can improve students' role in supporting these ideas. This is
supported by the opinion of Ashford (2002), Brown (2002), Neylon (1996), as
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well as Taylor (1999) who concluded that internet and web page construction can
all play a role in supporting students' artistic expression.

With advances in technology in learning, it includes the use of computers

to support differences in the quality of learning. One of the most effective and
efficient tools is to use an Autograph. An autograph is software that can be used in
mathematics learning, especially in integral equations. Computer programs are
ideal to be used in learning mathematical concepts that require high accuracy,
concept, completion of graphics appropriately, quickly, and accurately. Computer-
assisted learning innovations are very good for integration in learning
mathematical concepts, especially those concerning transformations of geometry,
calculus, statistics, and functional graphics.

Autograph software is a medium that can be used to learn about two

dimensions, three dimensions, statistics, transformations, geometry, equations,
coordinates, differentials, graphs, algebra, and others. According to Ahmadi
(Rusdianto, et al: 2012) Autographs can improve scientific discourse in
mathematics class which directs students to the learning experience of
investigating and solving mathematical problems. Autographs will help teachers
and students to see the relationship between visual and symbolic representations
and scientific discourse which will further create an environment for using correct
terms and concepts that are explored.

Autograph (Afriati & Saragih: 2012) is a new computer program that

consists of three models: 1) 1D (one dimension) is used for statistics and odds; 2)
2D (two dimensional) for graphs, coordinates, transformations, and bivariate data;
3) 3D (three dimensional) for graphics, coordinates and transformations. There are
two levels in Autograph operation, "standard" operation and "advanced"
operation. The "standard" level has a very simple level. At the "advanced" level of
operation, more problems are challenging and can be investigated. Some of the
features in the Autograph include 1) "whiteboard mode"; 2) Equation entry; 3)
Interpreting data in 1 and 2 dimensions; 4) Slow plot.
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2.1.8 Analysis
According to the Big Indonesian Dictionary, Analysis is the
decomposition of a subject into its various parts and an examination of the parts
themselves and the relationships between the parts to obtain a proper
understanding and understanding of the overall meaning. Content analysis
(content analysis) is a study that is an in-depth discussion of the content of written
or printed information in the mass media. The pioneer of content analysis is
Harold D. Lasswell, who pioneered the symbol coding technique, which is to
systematically record symbols or messages, then interpret them.

According to Berelson & Kerlinger, content analysis is a method for

studying and analyzing communication systematically, objectively, and
quantitatively on visible messages. According to Krippendorf, content analysis is
a research technique to make inferences that can be replicated (imitated) and
validated by the data by paying attention to the context. (Ahmad, 2018)

Content analysis is divided into two approaches, namely quantitative

content analysis, and qualitative content analysis. In the perspective of
quantitative methodology, content analysis is a measure of variables, whereas, in
qualitative methodology, content analysis is closely related to data analysis
methods and text interpretation methods. Quantitative content analysis is mostly
used by positivist social science researchers, while qualitative content analysis
methods are mostly used by those who are anti-positivism (Ahmad, 2018).

2.1.9 Literature Study (Library Research)

A library study is an activity to collect information and data related to the
problem to be solved. Many can be found from various sources regarding the
meaning of the literature study, including:

a. According to Mestika Zed, (in Supriyadi, 2016: 85) literature study or

literature can be interpreted as a series of activities related to methods of
collecting library data, reading and taking notes, and processing research
materials Moh. Nazir (in Yahya, 2015: 231) also explains that library
research is a method used by analyzing books related to the theme being
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discussed. Real research cannot be separated from library research, even

though it is a field or library research.

b. According to Sarwono, (in Sari, 2020: 43) library research is a study that
studies various reference books and the results of similar previous
research which are useful for obtaining a theoretical basis for the problem
to be studied.

So, library research is a research activity carried out by collecting

information and data with the help of various materials in the library such as
reference books, similar previous research results, articles, notes, and various
journals related to the problem to be solved. Activities are carried out
systematically to collect, process, and conclude data using certain
methods/techniques to find answers to the problems faced

In literature study research according to Mestika Zed (Yahya, 2015: 231),

there are at least four main characteristics that writers or researchers need to pay
attention to including:

1. The writer or researcher is dealing directly with text (nash) or numerical

data, not with direct knowledge from the field.
2. Library data is "ready-to-use" meaning that researchers do not go directly
to the field because researchers are dealing directly with existing data
sources in the library.
3. Library data is generally a secondary source, in the sense that the
researcher obtains material or data from second-hand and not original data
from the first data in the field.
4. The condition of the library data is not limited by the rate and time.

According to Mestika Zed (Yahya, 2015: 232) that this literature research
was carried out for at least three reasons, namely:

1. Research problems can only be answered through literature research.

2. Library research is needed as a separate stage, namely a preliminary
study to understand more deeply new phenomena that are developing in
the field or society.
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3. Library data remains reliable for answering research problems. These

are some of the rationales for this dissertation research to be able to use
library research.
Mirshad (in Sari, 2020: 44) explains that four activities in library
research are:
1. Record all findings regarding the "research problem" in each research
discussion found in the literature and sources, and/or recent findings
regarding the "research problem"
2. Integrating all findings, whether the theory or new findings
3. Analyze all findings from various readings, relating to the weaknesses
of each source, the strengths, or the respective relationships of the
discourse discussed in it.
4. Criticizing, providing critical ideas in the results of research on
previous discourses by presenting new findings in collaborating
different thoughts on "research problems".
The objectives of the library research are:

1. Find a problem to research.

2. Looking for information that is relevant to the problem to be studied.
3. Examine some basic theories that are relevant to the problem to be
studied.
4. Looking for a theoretical basis which is a guideline for problem-
solving approaches and thinking for the formulation of hypotheses to
be tested in research.
5. Deepen the researcher's knowledge about the problem and the field to
be studied. Review the results of previous research that are related to
the research to be carried out.
6. Examining the results of previous research directed at some or all of
the elements of the research, namely: research objectives, methods,
analysis, main results, and conclusions.
7. Obtain information about which aspects of a problem have been
researched to avoid researching the same thing.
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Based on the foregoing, data collection in library research is carried out

by examining and/or exploring several journals, books, and documents (both
printed and electronic) as well as data sources and or other information deemed
relevant to research or study.

2.2 Relevant Research

Prior to this research, there have been several studies that have been
carried out by several researchers who applied the think-pair-share type of
cooperative learning model to improve students' mathematical problem-solving
abilities, namely:
1. Problem-solving skill: Effectiveness on think pair share with comic written
by Isti Dwi Mustafia, Sri Adi Widodo (2018). Based on the results of data
analysis, The mathematical problem-solving test contains a rectangular
problem. These problems consist of five questions. Problem to find is a
problem in the way of determining or obtaining a value or a particular object
that is unknown in the question and fulfilling the conditions or conditions
that are by the problem, the objective that is asked or unknown (terms), and
data or the information provided is an essential part of the problem looking
for and must be understood and recognized well at the beginning of solving
the problem (Polya, 1973). By using the problem-solving test scoring model
referring to table 1, it is found that the ideal maximum score is 5 x 10 = 50
and the ideal minimum score is 5 x 0 = 0.

2. Application of the Think Pair Share Type Learning Model with Autograph
Software to improve the ability to understand graph material of
trigonometric functions written by Arnold Fidelis Naibaho (2020). Based on
the results of data analysis, the comparison of the results of the actions taken
in each cycle can be seen from the start before the action to the first cycle
and from the first cycle to the second cycle. Before the action was taken, the
results of students' mathematical understanding abilities were still low. After
taking action in the first cycle, it turns out that the results have not reached
the level of success as expected. For this reason, improvements were made to
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the second cycle of action so that the results obtained were by the level of
success expected by the researcher.
3. Enhancing Mathematical Problem Solving and Mathematical Connection
Through the Use of Dynamic Software Autograph in Cooperative Learning
Think-Pair-Share written by Ida Karnasih & Mariati Sinaga (2014). Based
on the results of data analysis, The data collected from this study were
analyzed to obtain an interpretation that can answer those research questions
described in the introductory section. The data included the score of the
students on the tests, the observations, and the questionnaire results. From
the results of all the tests, it can be concluded that mean of students’
mathematical problem-solving in the treatment 1 which the implementation
of the dynamic software just for the presentation board for the teacher has no
significant difference from the mean of students’ mathematical problem-
solving in treatment2 which the implementation of the dynamic software
Autograph just use when the students are pairing in the Think-Pair-Share
setting. The significant difference occurred when the implementation of the
dynamic software was involved all of the time during mathematical earning.
The students’ mathematical problem solving after treatment 2 (MPS3) was
greater than the students’ mathematical problem solving after treatment 1
(MPS2). And the students’ mathematical problem solving after treatment 3
(MPS4) was greater than the students’ mathematical problem solving after
treatment 2 (MPS3).
2.3 Conceptual Framework

Based on the background, problem formulation and literature review that

have been described, several arguments related to the problems that arise and the
solutions provided and carried out to overcome these problems will be presented.
Mathematics is a very important subject to learn because learning mathematics
enables a person to solve problems in everyday life as well as mathematical
problems themselves. The failure to master mathematics well is partly due to the
lack of students training their way of thinking to solve the description questions,
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besides that in terms of teaching the teacher does not motivate to actively involve
students in their learning.
The cause of the low problem-solving skills of students, especially in the
field of mathematics, is an inappropriate learning method, students consider
mathematics to be the most difficult field of study to learn because one of its
peculiarities is that it is abstract. solve problems in real life. So that students are
passive and make mathematics less meaningful for students. We often encounter
the learning model that is applied is still conventional, that is, it is still teacher-
centered. Therefore, teachers need to leave the old teaching pattern which in its
implementation is dominated by the teacher. On the other hand, teachers must
improve the implementation of learning by applying a learning model based on
student activity.
Meanwhile, problem-solving skills are very important for students because
with these abilities they can solve all problems encountered in everyday life.
Problem-solving is the process of solving a problem by applying the knowledge
that has been previously acquired and then making a plan to solve the problem.
Therefore, through the problem-solving process students are trained to think
critically, logically, and systematically and are trained to re-evaluate the results
that have been obtained.
Students' problem-solving skills are closely related to the model or
learning method used because the use of appropriate learning methods makes
students active in the classroom so that they can carry out the mathematical
problem-solving process. Many methods or learning models can be used by
teachers to create a pleasant atmosphere for students who will give a positive
response so that the teaching and learning process becomes more optimal. The
learning model that can be used to develop problem-solving skills is the Think
Pair Share type of cooperative learning model. The Think Pair Share learning
model is one of the simplest types of cooperative learning and is best for
beginners for teachers who are new to using a cooperative approach because
teachers do not need to create large groups that will create an atmosphere of
contention, but pair students with other students.
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The Think Pair Share cooperative learning model is not only superior in
helping students understand concepts but will also be very useful for fostering
teacher-student interactions, increasing cooperation, creativity, critical thinking,
and a willingness to help friends. The application of the Think Pair Share
cooperative learning model is expected to improve students' mathematical
problem-solving skills. Therefore, researchers look at and analyze the studies that
have researched the application of the think pair share cooperative learning model
in improving students' problem-solving skills. Then from the results of the test
results of mathematical problem-solving skills will then be presented, analyzed,
and concluded so that information will be obtained regarding the improvement of
students' mathematical problem-solving skills.
 CHAPTER III

RESEARCH METHODS

3.1 Place and time of research

This research was conducted at the UNIMED Digital Library, which is

located at Jl. William Iskandar Ps V, Kecamatan Percut Sei Tuan, Kabupaten Deli
Serdang. The reason for choosing this agency is because the UNIMED Digital
Library contains many librarian sources that can help complete library research
and the use of internet media as a means of finding literature sources, namely by
comparing several theses and journals that discuss the same subject.

3.2 Types of research

This type of research is library research or literature study. Library

research or library research is one type of qualitative research method. Literature
research utilizes library resources to obtain research data, in this case regarding
the application of the think pair share type of cooperative learning model in
improving students' problem-solving skills. Strictly speaking, library research
limits its activities to only library collection materials without the need for field
research. Literature study or library research aims to describe systematically the
problem solving with think pair share cooperative learning model.

3.3 Data collection technique

Data collection techniques with documentation, identifying discourse from

books, papers or articles, magazines, journals, newspapers, web (internet), or
other information related to writing titles to search for things or variables in the
form of notes, transcripts, books, etc. which are related to the study of the
conception and the urgency of implementing the think pair share type of
cooperative learning model in improving students' mathematical problem-solving
abilities.

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Data collection techniques with documentation, identifying discourse from

books, papers or articles, magazines, journals, newspapers, web (internet), or
other information related to writing titles to search for things or variables in the
form of notes, transcripts, books, etc. which are related to the study of the
conception and the urgency of implementing the think pair share type of
cooperative learning model in improving students' mathematical problem-solving
skill.

3.4 Key Instruments

In qualitative research, the instrument or research tool is the researcher

himself (Human Instrument). The human instrument functions to determine the
focus of research, interpret data, and conclude its findings (Sugiyono, 2017). The
researcher is the key instrument in collecting data, the researcher must be actively
involved in the field himself (Gunawan, 2013).

3.5 Research procedure

Data collection is the main thing in scientific research. To obtain the

necessary data according to the wishes of the researcher, a well-defined and
appropriate research procedure was carried out. The steps taken in the research
procedure in the literature study include:
1. List all the variables to be studied, while the variables in this study are the
application of the think pair share type cooperative model and students'
mathematical problem-solving abilities.
2. Choose the required materials from available sources.
3. Checking the index containing the variables and the topic of the problem
under study.
4. Next, collect materials that are relevant to the problem under study. The
materials collected include articles, books, theses, journals, and
biographies.
5. After the researcher found the relevant information, the researcher then
reviewed and compiled the library materials.
6. The materials are then read, written down, analyzed, and rewritten
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7. The last step, the researcher conducts the research writing process from the
materials that have been collected into one research concept and concludes
the research results that have been obtained.

3.6 Data analysis

Data analysis in this literature research is content analysis, namely

research that is a discussion of the content of written or printed information. Or
content analysis is a research technique to make inferences that can be imitated
and valid data by taking into account the context (Evita and Wiryo, 2018).

The data analysis activities in the field include:

1. Data Display

Presentation of data is an activity when a set of information is

compiled, the picture is in the form of a complete narrative to give the
possibility of concluding. The form presentation of qualitative data is in
the form of narrative text (in the form of field notes), which is compiled
using easy-to-understand language.
The presentation of the data in this study was carried out by seeking
information/data from the topic of the problem raised on the internet in the
form of journals, theses, and books related to the topic of the problem.
Next, content analysis will be carried out, which is an in-depth discussion
of the contents of written or printed information.
2. Verification
In this activity, several conclusions were drawn based on the
results of the research that had been done. The initial conclusions put
forward are still temporary and will change if strong evidence is found to
support the next stage of data collection. The conclusion of qualitative
writing is a new finding that has never existed before. Findings can be in
the form of a description or description of an object that was previously
unclear so that it is clear after research.
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COLLECTION OF
LITERATURE DATA
SOURCES

PRESENTATION
OF DATA

ANALYSIS OF
LITERATURE DATA
SOURCES

WITHDRAWAL OF
CONCLUSION

Figure 3.1 Schematic Research Procedure

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