The Effect of Students’ Learning Activeness in the Two Stay Two Stray Learning Model Assisted by Student Worksheets on Mathematical Communication Ability

Abstract

Low learning activity and poor mathematical communication skills among students remain problems in mathematics education. Initial observations and interviews revealed that most students were less active during lessons and struggled to express mathematical ideas in written form. This study aims to determine the effect of students' learning activity in the Two Stay Two Stray (TSTS) learning model assisted by Student Worksheets (LKPD) on their mathematical communication skills. The research employed a quantitative approach with a pre-experimental method and a one-group pre-test-post-test design. The sample consisted of 36 tenth-grade students selected using purposive sampling. Data were collected through tests, observation, and documentation, and analyzed using simple linear regression. The results showed a positive and significant effect between the two variables, with a t-value of 4.836. The regression equation obtained was Ŷ = 7.338 + 0.986X, with a coefficient of determination (R²) of 0.408. This means that 40.8% of students’ mathematical communication skills are influenced by their learning activity in the TSTS model assisted by LKPD. These findings indicate that the TSTS model supported by LKPD is effective in enhancing students' learning activity and mathematical communication skills