Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching

The purpose of this study is to analyze the increase in mathematical problem-solving (MPS), communication (MC), and self-proficiency (SPr) abilities students by applying team-assisted individualization type (TAI) cooperative conventional learning models for experimental control classes. This a quasi-experimental comprising sample 50 42 studying an undergraduate degree statistics classes, respectively. Students’ prior knowledge (MPK) grouped into three levels, namely high, medium, low. instruments used are MPS test, MC scale, observation sheets. Statistical analysis parametric non-parametric statistics, such as prerequisite tests normality homogeneity variance, mean difference two or more groups, post hoc description interaction tests. results showed MPS, MC, SPr class, which higher than class. Furthermore, there no between classes despite significant correlation MPS. These findings relevant mathematics teaching because it has been proven improve students’ SPr; hence, outputs can be achieved objectively, specifically operations research teaching.