Wayground-Integrated Team Assisted Individualization and Students’ Mathematical Literacy Skills in Statistics

selviana selvi; Lola Mandasari

doi:10.33541/edumatsains.v11i2.8764

Authors

selviana selvi Universitas Islam Negeri Sumatera Utara – Fakultas Ilmu Tarbiyah dan Keguruan
Lola Mandasari Universitas Islam Negeri Sumatera Utara

DOI:

https://doi.org/10.33541/edumatsains.v11i2.8764

Keywords:

Team Assisted Individualization (TAI), Wayground, Mathematical Literacy, Statistics

Abstract

This research examines whether the Wayground-integrated Team Assisted Individualization (TAI) cooperative learning model is associated with differences in the mathematical literacy of eighth-grade students at SMP IT Darul Muqomah Al-Khairiyyah, focusing specifically on statistics content. A quasi-experimental method with a Pretest-Posttest Control Group Design was employed for this quantitative investigation. From a population of 277 students spread across nine classes, 60 participants were selected by cluster sampling and evenly split between an experimental group (class VIII-C) and a control group (class VIII-D), with 30 students in each. To measure mathematical literacy, an essay test instrument that had undergone validity, reliability, difficulty-index, and discrimination-index testing was administered. Following the intervention, the experimental group posted a mean posttest score of 53.67, exceeding the control group's 46.93. Because the two classes differed at pretest (33.33 vs. 36.17), the main analysis was an ANCOVA with the pretest as covariate, which showed a significant difference in adjusted posttest means (53.73 vs. 46.87; F(1, 57) = 27.72, p < 0.001; partial η² = 0.33). A supplementary unadjusted dummy-variable regression gave a consistent result (F = 29.380, p < 0.001; R² = 0.336, f² ≈ 0.51). Given the quasi-experimental design and the combined delivery of TAI and Wayground, the findings are interpreted as differences associated with the combined intervention, not as causal effects of either component.

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