Teams-Assisted Individualization: Teachers' Efforts to Improve Students' Mathematics Learning Outcomes Through Collaborative Learning Models

Abstract

Students share knowledge in groups during cooperative learning, which is a
learner-centered learning process. The cooperative learning paradigm aids
students in acquiring knowledge and abilities in the classroom. A learning
adaptation strategy called Teams-Assisted Individualization (TAI) includes a
justification that can explain how individual differences in students' skills or
accomplishments have a meaningful impact on learning. The TAI
cooperative learning paradigm has been the subject of numerous published
studies, however, this study will concentrate on studies focusing on the
topic of elementary school mathematics. The goal of this study is to describe
how TAI cooperative learning is used to enhance student math learning
outcomes in second-grade elementary school students as well as to assess
how the TAI cooperative learning model is used to enhance student math
learning outcomes. In one of the public elementary schools in South
Tangerang City, Banten, Indonesia. The TAI cooperative learning model has
been demonstrated to be able to improve second-grade students'
mathematics learning outcomes. The study's final findings revealed an
improvement in students' math scores from pre-cycle to cycle 2, with a
maximum of 37 students, or 90.2% of 41 students, attaining a score
representing a complete learning achievement. The four students who had
not achieved mastery learning were offered enrichment and reteaching in
accordance with their individual needs.