The effectiveness of Problem Based Learning (PBL) model with cooperative type Think Pair Share (TPS) in terms of self regulated learning and student achievement result
This research aims to describe the problem-based learning model with the cooperative type of think pair share in terms of self-regulated learning and student learning preservation. This research is a quasi-experimental research with quantitative approach. Instruments used to collect data include student achievement test and self regulated learning questionnaire. The results of research at the level of significance 5% indicates that the model of learning-based learning problems with cooperative set type think pair share effective review of self-regulated learning and student achievement. This is indicated by the t test value of self regulated learning of 3.95 and the value of t test for student achievement of 9.29, which is greater than t table of 1.64.