CHAPTER IV

RESULTS AND DISCUSSION

In this study, previously discussing the results of the research and discussion, the
researchers conducted a literature study with a literature study so that the data obtained related to
the research topic were secondary data or the results of previous research which would then be
analyzed.
1.1. Description of Research Results
Based on the results of research conducted by researchers in several articles about factors
that influence problem-solving skills that can help students in the Think Pair Share learning
model with or without the help of an autograph. Then it will be summarized as follows:
4.1.1 Think Pair Share
The following are the results of research findings on Think Pair Share, where researchers
will start to collect data before analyzing the data. Therefore the steps needed in collecting data
according to research procedures are, first the researcher will collect data related to Think Pair
Share then reduce the data to obtain the main things or important things related to the research,
the second researcher will perform the presentation of the data so that the data presented will be
in the form of a description based on the aspects studied according to the formulation of the
research problem, the last step is that the researcher will make conclusions based on the
presentation of the data that has been described.
The findings along with the main description of the data related to Think Pair Share are as
follows:
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.
Based on mathematical problem-solving-ability data, the average score of the
experimental group (TPS with Comic) is 21.85. Hence, this group was categorized by
medium criteria. The average score of the control group (TPS only) is 19.00. Hence, this
group was categorized by medium criteria. The t-test was conducted to test the research
hypothesis, namely "Think Pair Share assisted by comics have better mathematical problem-
solving abilities compared to using Think Pair Share ". To test this required prerequisite tests
that must be fulfilled are normality tests and homogeneity tests. One of the statistical tests
that can be used to test normality is the Liliefors test. The calculation results show that l
count is 0.059. Seeing the Ltable of 0.109, it can be concluded that the sample comes from a
population that is normally distributed. The second requirement test is the homogeneity test.
One of the statistical tests that can be used to test the variance homogeneity is the F test. The
result of the calculation shows that Fcount = 1.112. See table F on the 5% significance level
found that F table is 1.84, so it can be concluded that the variance of several populations are
the same or homogeneous because Fcount is less than Ftable. the calculation of the
hypothesis test using the t-test is obtained that tcount is 2.19. Table t uses a significance level
of 5% and n of 63 obtained for 1.997. Because Tcount≥Ttable It can be concluded that there
are differences in the average between classes using the think pair share plus comic with a
group that uses the think pair share only. To determine which group has better performance,
it is necessary to look at the averages in each group. From the calculation, it was found that
the mean of the experimental group was 21.85 while the mean of the control group was
19.00, so it can be concluded that students' ability to solve mathematical problems using
think pair share with comic media is better than think pair share only.
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 the second cycle of action so that the results
obtained were by the level of success expected by the researcher.
Based on the data obtained, there was an increase from before the action was taken and
after the action was taken. Before the action, the percentage of students who can understand
mathematics is 17%. After learning TPS in the first cycle, students who have mathematical
understanding abilities increased to 67%, then increased again in the second cycle to 86%.
Mathematical understanding ability increases both individually and classically. Based on the
results of the research and the application of the TPS type cooperative learning model with
Autograph software media it can improve students' mathematical understanding abilities in
learning, it can be seen after learning in cycle I and cycle II is carried out.
3. Problem solving skill through think pair share model with murder approach viewed from
learning interest of tenth grade students written by Najichatul Millaha, St. Budi Waluyaa,
Walida (2018). Based on the results of the data analysis, The researcher used posttest and
interview result of the research subject. The analysis of problem-solving skills was adjusted
to the strategy and problem-solving indicators. According to Polya as quoted by Marlina
(2013), the problem-solving strategy is (1) understanding the problem, (2) devising a
plan, (3) carrying out the plan, and (4) looking back. In addition, there are four problem-
solving indicators on NCTM (2003) are (1) building new mathematical knowledge
through problem-solving, (2) applying and adopting appropriate strategies to solve
problems, (3) solving arising problems in mathematics and other contexts, and 4) monitoring
and reflecting mathematics problem-solving process. The learning interest scale consists of
25 points of statements that have been validated by the experts.
Based on the result of the learning interest scale analysis from 33 students, there were 10
students with high learning interest, 19 students with moderate learning interest, and 4
students with low learning interest. In the selection of research subjects, two students of each
level of learning interest have been selected. The selected subjects were then interviewed.
Based on the results of interviews with research subjects and problem-solving skill analysis
of tenth grade of AP of State Vocational High School 2 Rembang, it is found that
student who has high learning interest levels have good problem-solving skills and vice
versa.
4. 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).
From the analysis of the observation sheets, it can be concluded that the student was in
good activity during the mathematical learning with the dynamic software Autograph (3.995
on a scale of 5 or 79.95% in percentage). The lowest percentage is shown when the student
asked to formulate thoughts and ideas and in writing them down as necessary to prepare for
sharing with a partner was 73%. The highest percentage (88%) occurred when the students
read the Student’s Worksheets in the core activity. During the introduction, the highest
percentage (87%) was shown when the students listened about the aim of the subject of
learning. The activity when the students listened to the motivation from the teacher and
answered the teacher's ask about the apperception had the same percentage that is 78%. In the
core activity, the lowest percentage was also the lowest percentage for this observation when
the students formulated their thoughts and ideas, writing them down as necessary to prepare
for sharing with a partner. In the closing section, participation in making a summary and
conclusion was 87%, and listening to the brief explanation for the further subject was 75%.
5. Effectiveness of Think Pair Share And Spontaneous Group Discussion Towards Problem
Solving Skill Student of X Accounting Graders SMK NEGERI 1 Wonosari Written by Puji
 Rahayu, Ani Widayati (2019). Based on the results of data analysis, previous explanations,
and the relevant research results, it can be concluded that a problem-based introduction to
accounting learning using the Think-Pair-Share (TPS) learning model is effective enough in
terms of problem-solving skills. The average value (mean) N-Gain Score for experimental
class 2 is 61.4629 or rounded to 61.5%. Based on the table of categories of interpretation of
the effectiveness of the NGain value (%) above, it can be concluded that using the
Spontaneous Group Discussion learning model is effective enough to improve introduction to
accounting skills in students of X accounting graders SMK N 1 Wonosari. This is in line with
the research conducted by Nurhidayah (2012) in students of VIII graders SMP 2 Tanete Rilau
which states that the application of the Spontaneous Group Discussion learning model is
effective in improving mathematics learning outcomes. This is indicated by the apparent
increase from the average pretest of 32.16 which increases at the average posttest value of
45.67. Based on the result of interpretation categories of the effectiveness of the NGain value
(%) each learning model, it can be concluded that Think Pair Share (62,9%) and Spontaneous
Group Discussion (61,5) are effective enough to improve problem-solving skills.
Table 4.1.1 Summary of Think Pair Share
Research Results.
No Name Title of Research Result of Research Result of Analysis
1 Isti Dwi Problem There are differences in the Learning is said to be effective if
Mustafia, solving skill: average between classes it meets the requirements (1) the
& Sri Adi Effectiveness using the think pair share presentation of high student
Widodo on think pair plus comic with a group that learning time is devoted to
(2018) share with uses the think pair share teaching and learning activities,
comic only. To determine which (2) the average behavior of
group has better carrying out high tasks among
performance, it is necessary students, (3) the determination of
to look at the averages in the content of the teaching
each group. From the material with the student's
calculation, it was found abilities, and (4) developing a
that the mean of the friendly and positive learning
experimental group was atmosphere (Triyanto, 2009).
21.85 while the mean of the Also, the effectiveness of learning
control group was 19.00, so is a learning process that achieves
it can be concluded that learning outcomes by
students' ability to solve predetermined learning goals.
 mathematical problems One indicator of learning
using think pair share with effectiveness indicators is the
comic media is better than value that can be obtained from
think pair share only. the test scores. Measure the
effectiveness of learning can be
done by determining the learning
objectives (Ozar, 2018; Triyanto,
2009). To find out whether the
learning objectives have been
achieved by students, then the test
is given to students, one of which
is a mathematical problem-
solving test. Based on the study, it
can be concluded that the higher
the ability possessed by students,
the more effective the learning
model used during learning
(Widodo, 2015). This is because
one of the goals of mathematics
learning is to develop the ability
to think critically, logically,
systematically, carefully,
effectively, and efficiently in
solving problems (BSNP, 2006).
So that the success of students, of
which can be seen in their ability
of students to solve mathematical
problems.
2 Arnold Application of Based on the results of the This study provides a clear
Fidelis Think Pair research and the application picture that the success of the
Naibaho Share Type of the TPS type cooperative learning process depends on
(2020) Learning Model learning model with several factors, which can come
with Autograph Autograph software media it from the teacher, students, and
Software to can improve students' the models and media used by the
improve the mathematical understanding teacher. The ability of teachers to
ability to abilities in learning, it can develop materials, deliver
understand be seen after learning in materials, manage classes and
graph material cycle I and cycle II is select and implement learning
of carried out. Before the models.
trigonometric action was taken, the results
 functions of data analysis showed that
the level of students'
mathematical understanding
ability with the percentage
of student learning
completeness was 17%.
After the action was carried
out, namely the application
of the TPS type cooperative
learning model with
Autograph software media
on the graph material of
trigonometric functions, the
results of data analysis were
67% in the first cycle and
86% in the second cycle.
3 Najichatul Problem that problem-solving skill the results of this research are
Millaha,St. solving skill through TPS model with similar to Nataliasari’s research
& Budi through think MURDER approach (2014), the problem-solving skill
Waluyaa, pair share successfully achieved of students who obtained the TPS
Walida model with mastery learning and learning model is better than
(2018) murder problem-solving skill of those who gained expository
approach students through TPS model learning. Graceful & Raheem
viewed from with MURDER approach (2011) explain that students with
learning was better than those with TPS models have superior skills
interest of expository learning model. to those with expository models.
tenth grade The result is similar to Pandya’s
students research (2011) which reports that
there is a significant influence on
students who gained TPS type
cooperative learning compared
with those with expository
learning. Warouw (2016) argues
that learning with MURDER can
improve the students’ learning
outcomes. Masela & Marasabessy
(2016) also suggested that
students who received MURDER
learning have better learning
outcomes than the students with
 expository learning. Whereas in
expository learning, the students
can only become listeners while
the teacher is more dominant in
explaining the materials (Agbulu
& Idu, 2008).
4 Ida Enhancing that the mean of students’ The data collected from this study
Karnasih Mathematical mathematical connections in were analyzed to obtain an
& Mariati Problem the treatment 1 which the interpretation that can answer
Sinaga Solving and implementation of the those research questions
(2014). Mathematical dynamic software just for described in the introductory
Connection the presentation board for section. The data included the
Through the the teacher, there was no score of the students on the tests,
Use of significant difference with the observations, and the
Dynamic the mean of students’ questionnaire results. From the
mathematical connections in
Software results of all the tests, it can be
treatment2 which the
Autograph in concluded that mean of students’
implementation of the
Cooperative mathematical problem-solving in
dynamic software
Learning the treatment 1 which the
Autograph just use when the
Think-Pair- implementation of the dynamic
students are pairing in the
Share Think-Pair-Share setting. software just for the presentation
The significant difference board for the teacher has no
occurred when the significant difference from the
implementation of the mean of students’ mathematical
dynamic software was problem-solving in treatment2
involved all of the time which the implementation of the
during mathematics dynamic software Autograph just
learning. The students’ use when the students are pairing
mathematical connections in the Think-Pair-Share setting.
after treatment 2 (MC3) The significant difference
were greater than the occurred when the
students’ mathematical implementation of the dynamic
problem solving after software was involved all of the
Treatment 1 (MC2). The time during mathematical
students’ mathematical learning. The students’
connections after treatment mathematical problem solving
3 (MC4) were greater than after treatment 2 (MPS3) was
the students’ mathematical
greater than the students’
problem solving after
mathematical problem solving
treatment 2 (MC3). The
after treatment 1 (MPS2). And the
least effect occurred after
 treatment 1 (indicated by
MC2) when the dynamic
software autograph was just
used to present the subject
matter by the teacher. The
greatest effect for students’
mathematical connections
with the implementation of
the dynamic software in
cooperative learning type
think-pair-share is when the
use of the dynamic software
autograph was involved in
all the times of mathematics
learning.
5 Puji Effectiveness of that both Think Pair Share
Rahayu, & Think Pair and Spontaneous Group
Ani Share And Discussion are effective to
Widayati Spontaneous improve accounting skills in
(2019). Group students of X accounting
Discussion graders SMK N 1 Wonosari.
Towards In addition to supporting the
Problem results of data analysis and
Solving Skill explanation, the
Student of X effectiveness of problem-
Accounting based adjustment journal
Graders SMK learning using TPS learning
NEGERI 1 models in terms of problem-
Wonosari solving skills is also
supported by previous
studies even though they are
applied to different subjects.
students’ mathematical problem
solving after treatment 3 (MPS4)
was greater than the students’
mathematical problem solving
after treatment 2 (MPS3).
research conducted by Fadiah
Khairina (2008) on students of
VII graders SMP Negeri 1
Wonosari showed that problem-
based learning in mathematics
with Think Pair Share could
improve students' problem-
solving skills. In addition,
research conducted by Dini
Kinanti Fardah (2010) on students
of VIII C graders SMP Negeri 1
Bantul gave the conclusion that
the Thinks Pair Share (TPS)
learning model can improve
students' mathematical problem-
solving skills. Thus, based on the
results of data analysis, previous
explanations, and the relevant
research results, it can be
concluded that a problem-based
introduction to accounting
learning using the Think-Pair-
Share (TPS) learning model is
effective enough in terms of
problem-solving skills.
1.1.2. Autograph
The following are the results of research findings on Autograph, where researchers will
begin to collect data before analyzing the data. Therefore the steps needed in collecting data
according to research procedures are, first the researcher will collect data related to the
Autograph then reduce the data in order to obtain the main things or important things related to
the research, the second researcher will conduct presentation of data so that the data presented
will be in the form of a description based on the aspects studied according to the formulation of
the research problem, the last step is that the researcher will make conclusions based on the a
presentation of the data that has been described.
The findings along with the main description of the data related to Autograph are as follows:
1. 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 the second cycle of action so that the results
obtained were by the level of success expected by the researcher.
Based on the data obtained, there was an increase from before the action was taken and
after the action was taken. Before the action, the percentage of students who can understand
mathematics is 17%. After learning TPS in the first cycle, students who have mathematical
understanding abilities increased to 67%, then increased again in the second cycle to 86%.
Mathematical understanding ability increases both individually and classically. Based on the
results of the research and the application of the TPS type cooperative learning model with
Autograph software media it can improve students' mathematical understanding abilities in
learning, it can be seen after learning in cycle I and cycle II is carried out.
2. 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).
From the analysis of the observation sheets, it can be concluded that the student was in
good activity during the mathematical learning with the dynamic software Autograph (3.995
on a scale of 5 or 79.95% in percentage). The lowest percentage is shown when the student
asked to formulate thoughts and ideas and in writing them down as necessary to prepare for
sharing with a partner was 73%. The highest percentage (88%) occurred when the students
read the Student’s Worksheets in the core activity. During the introduction, the highest
percentage (87%) was shown when the students listened about the aim of the subject of
learning. The activity when the students listened to the motivation from the teacher and
answered the teacher's ask about the apperception had the same percentage that is 78%. In the
core activity, the lowest percentage was also the lowest percentage for this observation when
the students formulated their thoughts and ideas, writing them down as necessary to prepare
for sharing with a partner. In the closing section, participation in making a summary and
conclusion was 87%, and listening to the brief explanation for the further subject was 75%.
3. Critical Thinking Skills of Students Through Mathematics Learning with ASSURE Model
Assisted by Software Autograph Written by Y Kristianti , S Prabawanto and S Suhendra
(2017). Based on the results of data analysis, Influence of application of mathematics
learning with ASSURE model assisted by Autograph software toward improvement of
critical thinking ability to junior high school students (Hypothesis accepted). From the result
of the research, it can be seen that there is an improvement of critical thinking ability of
 junior high school students using mathematics learning with ASSURE model assisted by
Autograph software compared to the students using conventional model. Starting with the
result of pretest mathematical critical thinking ability, obtaining normal data from each
pretest result, then both homogeneous data and tested the average difference obtained
displayed that both data pretest has no difference. Based on the pretest, posttest and N-gain
results obtained normal and homogeneous data so that t test is done, and the obtained result
shows difference of the average of both classes. Furthermore, the test gain is normalized, the
two classes have normal and homogeneous data, afterwards the average equation test is
tested and there is an average difference between the two classes. Apparently the statistical
hypothesis data can be concluded that the critical thinking skills of students whose learning
mathematics using ASSURE model assisted by Autograph software is better when compared
with students who that uses conventional models.
4. The Effect of Cooperative Learning Type Think Pair Share with Autograph on the
Mathematical Representation Ability and Self-efficacy Written by Yuli Ragelia Sinaga, Edi
Syahputra, Faiz Ahyaningsih , Siti Hanijah Br. Saragih (2018). Based on the results of data
analysis, In other words, the effect of cooperative learning type TPS assisted on the ability of
mathematical representation is better than TPS type cooperative learning without Autograph
assistance on mathematical representation abilities. Students who take part in learning with
assisted TPS type cooperative learning Autograph have been accustomed to being active in
solving problems and thinking individually to get concepts. Because the learning process is
not just transferring knowledge from the teacher to students, but rather a process that is
conditioned or sought by the teacher, students are active in various ways to build their
knowledge. In line with Piaget who emphasizes the importance of student motivation and
facilitation by the teacher. For children's intellectual development to take place optimally,
they need to be motivated and facilitated to develop theories that explain the world around
them. Research conducted by Sari, D.P, Syahputra, E dan Surya, E, (2018) concluded that the
self-efficacy of students in Muhammadiyah SMAS 8 Kisaran after learning using the Jigsaw
model cooperative learning was getting better. This can be seen in 34 students in learning,
26.47% have high self-efficacy, 61.76% students have moderate self-efficacy, and 11.76%
students have low self-efficacy. In general, 73.31% of students are a moderate level of self-
efficacy. In addition, the research conducted by Sapta, A, Syahputra, E dan Hamid, A (2017)
 concluded that the increase in self-efficacy students can improve student learning outcomes.
From the results of calculations, it was found that there was an effect of TPS-assisted
cooperative learning on student self-efficacy. In other words, the influence of Autographed
Assisted Type TPS cooperative learning on student self-efficacy is better than TPS type
cooperative learning without Autograph help on student self-efficacy.
5. Students' Mathematical Problem Solving Ability between Problem Based Learning (PBL)
Model with Autograph Assisted Think Pair Share (TPS) Model Written by Perihandi,
Suwarno Ariswoyo & Abdul Mujib (2021). Based on the results of data analysis, the test
results of students' problem-solving abilities in experimental class 1 were higher than in
experimental class 2, namely 0.22> 0.17. The high average n-gain in experimental class 1
compared to experimental class 2 shows that the increase in the mathematical problem-
solving ability of the experimental class 1 students is higher than the increase in the
mathematical problem-solving ability of the experimental students 2. Thus, the treatment is
given using the Problem Based Learning (PBL) learning model. ) provides a better
improvement than the learning model with Think Pair Share (TPS). The KAM data of this
study was used to determine the group of students' KAM based on high, medium, and low
KAM groups. KAM grouping is used to answer problems related to improving problem-
solving abilities given the PBL learning model and the TPS learning model. And also
students with high KAM get an average increase in math problem-solving ability (N-Gain)
which is greater than students with medium and low KAM. So it can be concluded that there
is no interaction between learning and students' initial mathematical abilities on students'
mathematical problem-solving abilities. Based on the results of the study showed that the
increase in students' mathematical problem-solving abilities who were given the PBL
learning model was higher than the TPS learning model.

Table 4.1.2 Summary of Autograph

Research Results.
No Name Title of Research Result of Research Result of Analysis
1 Arnold Application of Based on the results of the
Fidelis Think Pair Share research and the
Naibaho Type Learning application of the TPS
(2020) Model with type cooperative learning
Autograph
 Software to model with Autograph
improve the ability software media it can
to understand improve students'
graph material of mathematical
trigonometric
understanding abilities in
functions
learning, it can be seen
after learning in cycle I
and cycle II is carried out.
Before the action was
taken, the results of data
analysis showed that the
level of students'
mathematical
understanding ability with
the percentage of student
learning completeness was
17%. After the action was
carried out, namely the
application of the TPS
type cooperative learning
model with Autograph
software media on the
graph material of
trigonometric functions,
the results of data analysis
were 67% in the first cycle
and 86% in the second
cycle.
2 Ida Karnasih Enhancing that the mean of students’ The data collected from this
& Mariati Mathematical mathematical connections study were analyzed to obtain
Sinaga Problem Solving in the treatment 1 which an interpretation that can answer
(2014). and Mathematical the implementation of the those research questions
Connection
dynamic software just for described in the introductory
Through the Use of
the presentation board for section. The data included the
Dynamic Software
Autograph in the teacher, there was no score of the students on the
Cooperative significant difference with tests, the observations, and the
Learning Think- the mean of students’ questionnaire results. From the
Pair-Share mathematical connections results of all the tests, it can be
in treatment2 which the concluded that mean of
implementation of the students’ mathematical
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 mathematics
learning. The students’
mathematical connections
after treatment 2 (MC3)
were greater than the
students’ mathematical
problem solving after
Treatment 1 (MC2). The
students’ mathematical
connections after
treatment 3 (MC4) were
greater than the students’
mathematical problem
solving after treatment 2
(MC3). The least effect
occurred after treatment 1
(indicated by MC2) when
the dynamic software
autograph was just used to
present the subject matter
by the teacher. The
greatest effect for
students’ mathematical
connections with the
implementation of the
dynamic software in
cooperative learning type
think-pair-share is when
the use of the dynamic
software autograph was
involved in all the times of
problem-solving in the
treatment 1 which the
implementation of the dynamic
software just for the
presentation board for the
teacher has not significantly
different 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
learning. 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).
 mathematics learning.
3 Y Kristianti, Critical Thinking that there is the influence Based on Rohayati's research
S Prabawanto Skills of Students of the application of shows that the thinking ability
& S Suhendra Through mathematics learning with of junior high school students
(2017) Mathematics ASSURE model assisted who get contextual learning is
Learning with
by Autograph software better than those who get
ASSURE Model
toward the improvement conventional learning.
Assisted by
Software of critical thinking ability Mayadani, Fahinu, and
Autograph to junior high school Rochaminah conducted research
students (Hypothesis on the students. Their results
accepted). From the result showed that students who
of the research, it can be received discourse learning,
seen that there is an generative learning, and
improvement in the discovery learning were better
critical thinking ability of at developing critical thinking
junior high school skills than those with
students using conventional learning although
mathematics learning with the results were not satisfactory.
ASSURE model assisted
by Autograph software
compared to the students
using the conventional
model. Starting with the
result of pretest
mathematical critical
thinking ability, obtaining
normal data from each
pretest result, then both
homogeneous data and
tested the average
difference obtained
displayed that both data
pretest has no difference.
Furthermore, the test gain
is normalized, the two
classes have normal and
homogeneous data,
afterward the average
equation test is tested and
there is an average
 difference between the
two classes. Apparently,
the statistical hypothesis
data can be concluded that
the critical thinking skills
of students who learn
mathematics using
ASSURE model assisted
by Autograph software are
better when compared
with students who use
conventional models.
4 Yuli Ragelia The Effect of In other words, the effect
Sinaga, Edi Cooperative of cooperative learning
Syahputra , Learning Type type TPS assisted on the
Faiz Think Pair Share ability of mathematical
with Autograph on
Ahyaningsih , representation is better
the Mathematical
& Siti than TPS type cooperative
Representation
Hanijah Br. Ability and Self- learning without
Saragih efficacy Autograph assistance on
(2018). mathematical
representation abilities.
Students who take part in
learning with assisted TPS
type cooperative learning
Autograph have been
accustomed to being
active in solving problems
and thinking individually
to get concepts. Because
the learning process is not
just transferring
knowledge from the
teacher to students, but
rather a process that is
conditioned or sought by
the teacher, students are
active in various ways to
build their knowledge. In
line with Piaget who
Research conducted by Sari,
D.P, Syahputra, E dan Surya, E,
(2018) concluded that the self-
efficacy of students in
Muhammadiyah SMAS 8
Kisaran after learning using the
Jigsaw model cooperative
learning was getting better. This
can be seen in 34 students in
learning, 26.47% have high self-
efficacy, 61.76% students have
moderate self-efficacy, and
11.76% students have low self-
efficacy. In general, 73.31% of
students are at a moderate level
of self-efficacy. In addition, the
research conducted by Sapta, A,
Syahputra, E dan Hamid, A
(2017) concluded that the
increase in self-efficacy students
can improve student learning
outcomes. From the results of
calculations, it was found that
there was an effect of TPS-
assisted cooperative learning on
student self-efficacy. In other
words, the influence of
Autographed Assisted Type
 emphasizes the TPS cooperative learning on
importance of student student self-efficacy is better
motivation and facilitation than TPS type cooperative
by the teacher. For learning without Autograph help
children's intellectual on student self-efficacy.
development to take place
optimally, they need to be
motivated and facilitated
to develop theories that
explain the world around
them.
5 Perihandi, Students' The average problem- Fachruraz (2011) concluded that
Suwarno Mathematical solving ability pretest there were differences in the
Ariswoyo & Problem Solving scores in the experimental improvement of mathematical
Abdul Mujib Ability between classes one and two are communication skills between
Problem Based
(2021). 71.00 and 69.00 and the students who learned
Learning (PBL)
difference between the mathematics using a problem-
Model and
Autograph- two classes is 2.00. Then based learning model and
Assisted Think the average post-test score students who received
Pair Share (TPS) of problem-solving skills conventional learning. Students
Model in experimental classes in problem-based learning
one and two are 79.11 and classes experienced higher
74.00. The two classes mathematical communication
have a difference of 5.11. skills than students in
Furthermore, the research conventional classes.
hypothesis test was carried
out with the results of
calculations using excel
where the overall standard
deviation of the
experimental class 1 had a
difference in the increase
in the experimental class 1
and experimental class 2,
namely 0.22 and 0.17.
Thus Ha is accepted and
H0 is rejected so that there
are differences in students'
mathematical problem-
solving abilities who are
 taught using the PBL
learning model and the
Autograph-assisted TPS
learning model have
increased.

1.1.3. Problem Solving Skills

The following are the results of research findings on Problem Solving Skills, where the
researcher will start to collect data before analyzing the data. Therefore the steps needed in
collecting data according to research procedures are, first the researcher will collect data related
to Problem Solving Skills then reduce the data in order to obtain the main things or important
things related to the research, the second researcher will perform the presentation of the data so
that the data presented will be in the form of a description based on the aspects studied according
to the formulation of the research problem, the last step is that the researcher will make
conclusions based on the presentation of the data that has been described.
The findings along with the main description of the data related to Problem Solving Skills
are as follows:
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.
Based on mathematical problem-solving-ability data, the average score of the
experimental group (TPS with Comic) is 21.85. Hence, this group was categorized by
medium criteria. The average score of the control group (TPS only) is 19.00. Hence, this
group was categorized by medium criteria. The t-test was conducted to test the research
hypothesis, namely "Think Pair Share assisted by comics have better mathematical problem-
 solving abilities compared to using Think Pair Share ". To test this required prerequisite tests
that must be fulfilled are normality tests and homogeneity tests. One of the statistical tests
that can be used to test normality is the Liliefors test. The calculation results show that l
count is 0.059. Seeing the Ltable of 0.109, it can be concluded that the sample comes from a
population that is normally distributed. The second requirement test is the homogeneity test.
One of the statistical tests that can be used to test the variance homogeneity is the F test. The
result of the calculation shows that Fcount = 1.112. See table F on the 5% significance level
found that F table is 1.84, so it can be concluded that the variance of several populations are
the same or homogeneous because Fcount is less than Ftable. the calculation of the
hypothesis test using the t-test is obtained that tcount is 2.19. Table t uses a significance level
of 5% and n of 63 obtained for 1.997. Because Tcount≥Ttable It can be concluded that there
are differences in the average between classes using the think pair share plus comic with a
group that uses the think pair share only. To determine which group has better performance,
it is necessary to look at the averages in each group. From the calculation, it was found that
the mean of the experimental group was 21.85 while the mean of the control group was
19.00, so it can be concluded that students' ability to solve mathematical problems using
think pair share with comic media is better than think pair share only.
2. Analysis of Problem Solving Skills in Mathematics Learning Written by Heru Kurniawan.
Based on the results of data analysis, problem-solving skills in students are still low. The
problem-solving process which includes: the identification of prerequisite questions and
materials, preparation of a settlement plan, and evaluation of the results and completion plan
have not been carried out by students. With these results, it is necessary to inculcate problem-
solving in every lecture activity to produce students who have good problem-solving skills.
Problem-solving must be an inseparable part of the whole process of learning mathematics.
Thus, teachers and lecturers are required to apply appropriate learning models, methods, and
techniques so that problem-solving skills can be possessed and embedded in students and
students.
This is by the findings of Schoenfeld (1992: 359) in Mayer (2008) "students who have
understood mathematics, they can solve a given problem in just five minutes or less. The
effect of this belief is that students will give up on the problem if they can't solve it in a few
minutes. Students who have completed twelve whole years of math class and have worked on
 thousands of problems, hardly anyone expects to be able to solve a problem that can't be
done in just a few minutes."
3. Problem solving skill through think pair share model with murder approach viewed from
learning interest of tenth grade students written by Najichatul Millaha, St. Budi Waluyaa,
Walida (2018). Based on the results of the data analysis, The researcher used posttest and
interview result of the research subject. The analysis of problem-solving skills was adjusted
to the strategy and problem-solving indicators. According to Polya as quoted by Marlina
(2013), the problem-solving strategy is (1) understanding the problem, (2) devising a
plan, (3) carrying out the plan, and (4) looking back. In addition, there are four problem-
solving indicators on NCTM (2003) are (1) building new mathematical knowledge
through problem-solving, (2) applying and adopting appropriate strategies to solve
problems, (3) solving arising problems in mathematics and other contexts, and 4) monitoring
and reflecting mathematics problem-solving process. The learning interest scale consists of
25 points of statements that have been validated by the experts.
Based on the result of the learning interest scale analysis from 33 students, there were 10
students with high learning interest, 19 students with moderate learning interest, and 4
students with low learning interest. In the selection of research subjects, two students of each
level of learning interest have been selected. The selected subjects were then interviewed.
Based on the results of interviews with research subjects and problem-solving skill analysis
of tenth grade of AP of State Vocational High School 2 Rembang, it is found that
student who has high learning interest levels have good problem-solving skills and vice
versa.
4. 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).
From the analysis of the observation sheets, it can be concluded that the student was in
good activity during the mathematical learning with the dynamic software Autograph (3.995
on a scale of 5 or 79.95% in percentage). The lowest percentage is shown when the student
asked to formulate thoughts and ideas and in writing them down as necessary to prepare for
sharing with a partner was 73%. The highest percentage (88%) occurred when the students
read the Student’s Worksheets in the core activity. During the introduction, the highest
percentage (87%) was shown when the students listened about the aim of the subject of
learning. The activity when the students listened to the motivation from the teacher and
answered the teacher's ask about the apperception had the same percentage that is 78%. In the
core activity, the lowest percentage was also the lowest percentage for this observation when
the students formulated their thoughts and ideas, writing them down as necessary to prepare
for sharing with a partner. In the closing section, participation in making a summary and
conclusion was 87%, and listening to the brief explanation for the further subject was 75%.
Effectiveness of Think Pair Share And Spontaneous Group Discussion Towards Problem
Solving Skill Student of X Accounting Graders SMK NEGERI 1 Wonosari Written by Puji
Rahayu, Ani Widayati (2019). Based on the results of data analysis, previous explanations,
and the relevant research results, it can be concluded that a problem-based introduction to
accounting learning using the Think-Pair-Share (TPS) learning model is effective enough in
terms of problem-solving skills. The average value (mean) N-Gain Score for experimental
class 2 is 61.4629 or rounded to 61.5%. Based on the table of categories of interpretation of
the effectiveness of the NGain value (%) above, it can be concluded that using the
Spontaneous Group Discussion learning model is effective enough to improve introduction to
accounting skills in students of X accounting graders SMK N 1 Wonosari. This is in line with
the research conducted by Nurhidayah (2012) in students of VIII graders SMP 2 Tanete Rilau
 which states that the application of the Spontaneous Group Discussion learning model is
effective in improving mathematics learning outcomes. This is indicated by the apparent
increase from the average pretest of 32.16 which increases at the average posttest value of
45.67. Based on the result of interpretation categories of the effectiveness of the NGain value
(%) each learning model, it can be concluded that Think Pair Share (62,9%) and Spontaneous
Group Discussion (61,5) are effective enough to improve problem-solving skills.
Table 4.1.3 Summary of Problem Solving Skill
Research Results.
No Title of
Name Result of Research Result of Analysis
Research
1 Isti Dwi Problem solving There are differences in the Learning is said to be effective
Mustafia, skill: average between classes if it meets the requirements (1)
& Sri Adi Effectiveness on using the think pair share the presentation of high student
Widodo think pair share plus comic with a group learning time is devoted to
with comic
(2018) that uses the think pair teaching and learning activities,
share only. To determine (2) the average behavior of
which group has better carrying out high tasks among
performance, it is necessary students, (3) the determination of
to look at the averages in the content of the teaching
each group. From the material with the student's
calculation, it was found abilities, and (4) developing a
that the mean of the friendly and positive learning
experimental group was atmosphere (Triyanto, 2009).
21.85 while the mean of the Also, the effectiveness of
control group was 19.00, so learning is a learning process that
it can be concluded that achieves learning outcomes by
students' ability to solve predetermined learning goals.
mathematical problems One indicator of learning
using think pair share with effectiveness indicators is the
comic media is better than value that can be obtained from
think pair share only. the test scores. Measure the
effectiveness of learning can be
done by determining the learning
objectives (Ozar, 2018; Triyanto,
2009). To find out whether the
learning objectives have been
achieved by students, then the
test is given to students, one of
 which is a mathematical
problem-solving test. Based on
the study, it can be concluded
that the higher the ability
possessed by students, the more
effective the learning model used
during learning (Widodo, 2015).
This is because one of the goals
of mathematics learning is to
develop the ability to think
critically, logically,
systematically, carefully,
effectively, and efficiently in
solving problems (BSNP, 2006).
So that the success of students, of
which can be seen in their ability
of students to solve mathematical
problems.
2 Heru Analysis of problem-solving skills in This is to the findings of
Kurniawan. Problem Solving students are still low. The Schoenfeld (1992: 359) in Mayer
Skills in problem-solving process (2008) "students who have
Mathematics which includes: the understood mathematics, they
Learning
identification of can solve a given problem in just
prerequisite questions and five minutes or less. The effect of
materials, preparation of a this belief is that students will
settlement plan, and give up on the problem if they
evaluation of the results and can't solve it in a few minutes.
completion plan have not Students who have completed
been carried out by twelve whole years of math class
students. With these results, and have worked on thousands of
it is necessary to inculcate problems, hardly anyone expects
problem-solving in every to be able to solve a problem that
lecture activity to produce can't be done in just a few
students who have good minutes."
problem-solving skills.
Problem-solving must be an
inseparable part of the
whole process of learning
mathematics. Thus, teachers
and lecturers are required to
 apply appropriate learning
models, methods, and
techniques so that problem-
solving skills can be
possessed and embedded in
students and students.
3 Najichatul Problem solving that problem solving skill the results of this research are
Millaha,St. skill through through the TPS model with similar to Nataliasari’s research
& Budi think pair share MURDER approach (2014), the problem-solving skill
Waluyaa, model with successfully achieved of students who obtained the TPS
murder approach
Walida mastery of learning and learning model is better than
viewed from
(2018) problem-solving skill of those who gained expository
learning interest
of tenth grade students through TPS learning. Graceful & Raheem
students model with MURDER (2011) explain that students with
approach was better than TPS models have superior skills
those with expository to those with expository models.
learning model. The result is similar to Pandya’s
research (2011) which reports
that there is a significant
influence on students who gained
TPS type cooperative learning
compared with those with
expository learning. Warouw
(2016) argues that learning with
MURDER can improve the
students’ learning outcomes.
Masela & Marasabessy (2016)
also suggested that students who
received MURDER learning have
better learning outcomes than the
students with expository learning.
Whereas in expository learning,
the students can only become
listeners while the teacher is
more dominant in explaining the
materials (Agbulu & Idu, 2008).
4 Ida Enhancing that the mean of students’ The data collected from this
Karnasih & Mathematical mathematical connections study was analyzed to obtain an
Mariati Problem Solving in the treatment 1 which the interpretation that can answer
Sinaga and implementation of the those research questions which
Mathematical
(2014). Connection dynamic software just for
Through the Use the presentation board for
of Dynamic the teacher, there was no
Software significant difference with
Autograph in
the mean of students’
Cooperative
mathematical connections
Learning Think-
Pair-Share in treatment2 which the
implementation of the
dynamic software
Autograph just use when
the students are pairing in
the Think-Pair-Share
setting. A significant
difference occurred when
the implementation of the
dynamic software was
involved all of the time
during mathematics
learning. The students’
mathematical connections
after treatment 2 (MC3)
were greater than the
students’ mathematical
problem solving after
Treatment 1 (MC2). The
students’ mathematical
connections after treatment
3 (MC4) were greater than
the students’ mathematical
problem solving after
treatment 2 (MC3). The
least effect occurred after
treatment 1 (indicated by
MC2) when the dynamic
software autograph was just
used to present the subject
matter by the teacher. The
greatest effect for students’
mathematical connections
with the implementation of
described in the introductory
section. The data included the
score of the students in the tests,
the observations and
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 presentation
board for the teacher have no
significantly difference with 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 in all of
time during mathematical
learning. The students’
mathematical problem solving
after the treatment 2 (MPS3) was
greater than the students’
mathematical problem solving
after the treatment 1 (MPS2).
And the students’ mathematical
problem solving after the
treatment 3 (MPS4) was greater
than the students’ mathematical
problem solving after the
treatment 2 (MPS3).
 the dynamic software in
cooperative learning type
think-pair-share is when the
use of the dynamic software
autograph was involved in
all the times of mathematics
learning.
5 Puji Effectiveness of that both Think Pair Share research conducted by Fadiah
Rahayu, & Think Pair Share and Spontaneous Group Khairina (2008) on students of
Ani And Spontaneous Discussion are effective to VII graders SMP Negeri 1
Widayati Group improve accounting skills Wonosari showed that problem-
Discussion
(2019). in students of X accounting based learning in mathematics
Towards
graders SMK N 1 with Think Pair Share could
Problem Solving
Skill Student of Wonosari. In addition to improve students' problem-
X Accounting supporting the results of solving skills. In addition,
Graders SMK data analysis and research conducted by Dini
NEGERI 1 explanation, the Kinanti Fardah (2010) on
Wonosari effectiveness of problem- students of VIII C graders SMP
based adjustment journal Negeri 1 Bantul gave the
learning using TPS learning conclusion that the Thinks Pair
models in terms of Share (TPS) learning model can
problem-solving skills is improve students' mathematical
also supported by previous problem-solving skills. Thus,
studies even though they based on the results of data
are applied to different analysis, previous explanations,
subjects. and the relevant research results,
it can be concluded that a
problem-based introduction to
accounting learning using the
Think-Pair-Share (TPS) learning
model is effective enough in
terms of problem-solving skills.

4.2. Discussion of Research Results

1. Based on the formulation of the problem first, How are the results of applying the think
pair share type cooperative model in improving students' problem-solving skills Assisted
autographs from several kinds of literature. Based on several articles, journals, and theses
that have been reviewed, it is found that Think Pair Share Assisted by Autograph can
improve Students' Problem-Solving Skills. This is supported by several studies that
examine the effect of the three variables, Think Pair Share, Autograph and Problem
Solving Skills, namely: Mathematical Problem Solving and Mathematical Connection
Through the Use of Dynamic Software Autograph in Cooperative Learning Think-Pair-
Share (2014) This study states that Think Pair Share Assisted by Autograph can improve
Students' Problem Solving Skills based on the results of the questionnaire which shows
that most students (88.62%) like mathematics; most students (85%) want to study
mathematics seriously; most of the students (88%) liked the Think Pair Share type of
cooperative learning; most students (93.21%) think that Think Pair-Share cooperative
learning is useful in learning mathematics; most of the students liked the Student
Worksheet (LKS) and the Signature manual; most students like Autograph dynamic
software; all students like to use Autograph dynamic software, it can be concluded that
students' activities during mathematics learning with Autograph dynamic software are in
good activity.
Further Research by Arnold Fidelis Naibaho (2020) entitled Application of the
Think Pair Share Type Learning Model with Autograph Software to improve the ability
to understand graph material of trigonometric functions. Based on the results of the
research and the application of the TPS type cooperative learning model with Autograph
software media it can improve students' mathematical understanding abilities in learning,
it can be seen after learning in cycle I and cycle II is carried out. Before the action was
taken, the results of data analysis showed that the level of students' mathematical
understanding ability with the percentage of student learning completeness was 17%.
After the action was taken, namely the application of the TPS type cooperative learning
model with Autograph software media on the graph material of trigonometric functions,
the results of data analysis were 67% in the first cycle and 86% in the second cycle. This
study provides a clear picture that the success of the learning process depends on several
factors, which can come from the teacher, students, and the models and media used by
the teacher. The ability of teachers to develop materials, deliver materials, manage
classes and select and implement learning models.
Based on the Problem Formulation, in addition to articles, theses, and journals
related to Think Pair Share Assisted by Autograph, it can improve Students' Problem-
Solving Skills, learning theory also supports the success of this research. The learning
theories are constructivism learning theory, Piaget's learning theory, Ausubel's learning
theory, and Vygotsky's learning theory.
Nataliasari’s research (2014), the problem-solving skill of students who obtained
the TPS learning model is better than those who gained expository learning. Graceful &
Raheem (2011) explain that students with TPS models have superior skills to those with
expository models. The result is similar to Pandya’s research (2011) which reports that
there is a significant influence on students who gained TPS type cooperative learning
compared with those with expository learning. Problem Solving Skills relevant to
Constructivism learning theory. According to constructivism learning theory, learning is
a process of change in a person's cognitive structure as a result of the construction of
individual and internal knowledge. These changes are driven by curiosity. In addition, to
build knowledge when interacting with the environment, individuals test and modify their
existing knowledge schemas. The interactions that occur act as a catalyst to build
cognitive conflict within the individual. When the conflict arises, the individual will be
encouraged to carry out the processes of adjusting his cognitive structure to build an
understanding of the facts/phenomenon (Hitipiew, 2009). Based on this explanation,
constructivist explains that learning is an active process by learners to build their
understanding. Each new understanding that is built is based on the understanding that
was previously known.
This is in line with Jean Piaget's learning theory (Trianto, 2010). Jean Piaget
called this cognitive structure schemata (Schemas), which is a collection of schemas. An
individual can bind, understand, and respond to a stimulus because of the workings of
these schemata. These schemata develop chronologically, as a result of interactions
between individuals and their environment. Thus, a more mature individual has a more
complete cognitive structure than when he was a child.
Likewise, Ausubel's learning theory is known as meaningful learning. According
to Ausubel (Trianto, 2010), for meaningful learning to occur, new concepts or new
information must be linked to concepts that already exist in students' cognitive structures.
This meaningful learning can also occur if students directly find formulas and concepts
from a material. The advantages of "learning to find" are as follows: a) raise students'
 curiosity and can motivate them to find answers, b) raises problem-solving skills
independently and requires students to analyze and manipulate information.
Vygotsky's learning theory (Trianto, 2010) focuses on the relationship between
humans and the socio-cultural context in which they play a role and interact with each
other in sharing experiences or knowledge. The progress of students' cognitive
development is obtained as a result of social interaction with other people who
understand more about something. About mathematics, students will develop their
mathematical reasoning abilities through interaction with people who master mathematics
better.
Based on the opinion of the learning theorists above, it can be concluded that the
Think Pair Share learning model assisted by Autograph can improve students' problem-
solving skill.
CHAPTER V
CLOSING
A. Conclusion
Based on the results of research and discussion, it can be concluded that concluded as

follows:

1. Based on the results of the analysis through several kinds of literature, it can be concluded
that the Think Pair Share learning model with the help of Autograph is more effective on
students' problem-solving skills as seen from several test results of problem-solving skills
using the Think Pair Share learning model with the help of Autograph achieve mastery
learning. Students' problem-solving skills using the Think Pair Share learning model with the
help of Autograph are better than other learning models. With the use of Autograph software
in Think-Pair-Share cooperative learning, student activities are more active and present at a
good level. Students have a good perception of the use of Autograph software in Think-Pair-
Share cooperative learning.
2. This study provides a clear picture that the success of the learning process depends on several
factors, which can come from the teacher, students, and the models and media used by the
teacher. The ability of teachers to develop materials, deliver materials, manage classes and
select and implement learning models . .
B. Suggestion
Based on the results of the study, the researcher proposes several suggestions that can build
in improving mathematics learning, namely:
1. Think Pair Share Learning Model with Autograph can be used as an alternative learning for
students to improve Student Problem-Solving Skills.
2. Teachers need to provide Think Pair Share learning models in the mathematics learning
process because it is proven from several research results on Think Pair Share learning
models can improve Problem Solving Skills and self-confidence so that students will get
maximum results.
3. For students to continue to practice Problem Solving Skills in order to form an independent
culture in increasingly difficult math problems.