Abstract

This study examined the effect of collaborative learning with a scientific approach (SA) on the learning achievement in mathematics viewed from the students’ multiple intelligences. This study compared two types of collaborative learning models, Three Steps Interview (TSI), and Think Pair Share (TPS). The participants of this study were grade 8 students of Secondary Schools in Sukoharjo, Central Java, Indonesia (N = 262). This study was a quasi-experimental study with a 3 × 3 factorial design. The results of the study can be concluded as follows. (1) TSI with a scientific approach got better math learning achievement than TPS with a scientific approach and classical with a scientific approach. Besides, TPS with a scientific approach got better learning achievement than classical with a scientific approach. (2) Students with logical-mathematical intelligence got better math learning achievement than students with linguistic intelligence and students with interpersonal intelligence, students with linguistic intelligence got better math learning achievement than students with interpersonal intelligence.

摘要

这项研究从学生的多元智能出发，考察了采用科学方法（SA）进行的协作学习对数学学习成绩的影响。这项研究比较了两种类型的协作学习模型：三步访谈（TSI）和思想对共享（TPS）。这项研究的参与者是印度尼西亚中爪哇省Sukoharjo的8年级中学学生（N = 262）。这项研究是采用3×3因子设计的准实验研究。研究结果可以总结如下。（1）采用科学方法的TSI的数学学习成绩要优于采用科学方法的TPS和经典方法的TPS。此外，采用科学方法的TPS的学习成绩要优于采用科学方法的经典TPS。（2）具有逻辑数学智能的学生比具有语言智能的学生和具有人际交往能力的学生获得更好的数学学习成绩，具有语言智能的学生比具有人际交往能力的学生具有更高的数学学习成绩。