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Abstract
Mathematical connection ability and self-efficacy are two crucial aspects in mathematics learning that significantly influence students' academic achievement. In an effort to improve both aspects, an innovative learning model is needed. This study aims to investigate the effect of the Two Stay-Two Stray (TS-TS) model on students' mathematical connection ability and self-efficacy. This study uses a quantitative research method and a quasi-experimental research type with a One-Group Pretest-Posttest Design research design. The Two Stay-Two Stray (TS-TS) model is said to be influential if there is a significant difference between the pretest and posttest results. Data analysis was carried out in two stages: first, a paired sample multivariate analysis test (Hotelling's T2) was applied to examine the effect of the Two Stay-Two Stray (TS TS) model on both variables simultaneously. Second, a paired sample t-test was applied to evaluate the differences between the pretest and posttest in more detail on each variable individually. The results of the study showed that the TS-TS model had a significant effect on students' mathematical connection skills and self-efficacy simultaneously, as evidenced by the results of Hotelling's T2. In addition, the results of the paired sample t-test proved that there was an increase between the pretest and posttest in each variable after the application of the TS-TS model. This proves that the Two Stay-Two Stray (TS-TS) learning model has an effect on students' mathematical connection skills and self-efficacy.
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References
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