Comparing ICT-assisted take-and-give models with expository models in enhancing students’ logical thinking
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Abstract
This research aimed to compare the effectiveness of the ICT-assisted Take and Give learning model with the Expository model in enhancing students’ logical thinking skills in mathematics. The study addresses the challenges teachers face, including limited strategies and inadequate learning media, which hinder students' logical reasoning development. A quasi-experimental design with a non-equivalent Control Group was used, involving 59 students sampled purposively from a population of 354 at MIN 1 Sleman. Data were collected using validated logical thinking tests and analyzed with an Independent Sample T-test. The results revealed a significant difference, with the Take and Give model showing a higher average score. This indicates that the ICT-assisted Take and Give approach is more effective than the Expository model in improving students’ logical thinking. This study contributes to educational research by highlighting the potential of ICT-supported interactive models to foster critical thinking in mathematics.
Keywords: Expository model; logical thinking; motivation; take and give model.
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