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Abstract
This study is a quasi-experimental research design with a pre-test and post-test nonequivalent comparison group design. The population of this research consists of all 10th-grade students at SMA Negeri 1 Sleman, which is divided into 7 classes. Two classes, X-A and X-D, were selected as the sample based on purposive sampling techniques. Class X-D was taught using the Think Pair Share learning model, while class X-A used the Two Stay-Two Stray model. The instruments used for data collection were a mathematical reasoning ability test (with a validity coefficient of 1.00 and a reliability coefficient of 0.69), a self-efficacy questionnaire (with a validity coefficient of 1.00 and a reliability coefficient of 0.73), and a learning implementation checklist. The effectiveness criteria for mathematical reasoning ability are as follows: (1) the average score of students' mathematical reasoning ability is greater than 75, (2) at least 75% of students achieve a score ≥75, (3) there is a significant difference (increase) in the average scores between the pre-test and post-test. The effectiveness criteria for selfefficacy are: (1) the average score of the students' self-efficacy questionnaire is greater than 87, (2) at least 75% of students score ≥87, (3) there is a significant difference (increase) in the average scores between the pre-questionnaire and post-questionnaire. A Hotelling's T2 test was used to examine the differences in the average post-test, pre-test, pre-questionnaire, and post-questionnaire scores. A paired t-test was performed to analyze the differences in the pretest and post-test scores, followed by a One-Sample t-test to assess the effectiveness of the TPS and TS-TS classes by first conducting a Hotelling's T2 test to examine the difference between the average post-test and pre-test scores. An independent sample t-test was then applied to determine which learning model was more effective. The results of the study show that: 1) Think Pair Share learning model is effective for enhancing mathematical reasoning ability and self-efficacy, 2) The Two Stay–Two Stray learning model is also effective for enhancing mathematical reasoning ability and self-efficacy, 3) There is a difference between the Think Pair Share and Two Stay–Two Stray learning models in terms of their effects on mathematical reasoning ability and self-efficacy, with the Think Pair Share model being more effective than the Two Stay–Two Stray model.
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