Nafa Anindita Awalia, Risqi Amaliasari


One of the weaknesses in each learning method is that teacher tend to experience constraints in classroom management, even though the task of the teacher is mostly to create a pleasant atmosphere in the classroom in order that the learning objectives are achieved. This learning atmosphere can increase students' motivation and interest in learning. Therefore, the author uses the Two Stay Two Stray (TSTS) method that has been modified with task and forced strategy to fillthe shortage. The Two Stay Two Stray (TSTS) learning method is providing an opportunity for students to be able to interact with their groups. or with other groups, interacting is one of the ways to increase student collaboration. Then, with the task and force strategies will be able to help the teacher in managing the class well. Because, with this strategy the teacher emphasizes giving assignments with little coercion, with the hope that students can do their job according to what is ordered by the teacher. Task and forced strategies can also train students' discipline and responsibility. So from that, the purpose of this is to train discipline and responsibility, improve student activity and foster student confidence.

Full Text:



Apriandi, D. (2012). Efektivitas model pembelajaran kooperatif tipe two stay-two stray (ts-ts) dan numberhead heads together (nht) terhadap prestasi belajar matematika siswa kelas viii smp di kabupaten bantul ditinjau dari aktivitas belajar. Jurnal Ilmiah Pendidikan Matematika, (3), 1–15.

Asna, L. S., Sugiharto, & Susanti, E. (2014). Efektivitas metode pembelajaran two stay twos tray ( tsts ) menggunakan media lks dilengkapi molymod terhadap prestasi belajar siswa pada materi pokok ikatan kimia kelas xi ipa sma negeri 1 mojolaban tahun ajaran 2013 / 2014. Jurnal Pendidikan Kimia, 3(1), 123–131. Retrieved from

Coles, A., & Brown, L. (2016). Task design for ways of working : making distinctions in teaching and learning mathematics. Journal of Mathematics Teacher Education, 19(2), 149–168.

Ebrahimi, A. (2016). Factors affecting pre-service teachers’ participation in asynchronous discussion: The case of Iran. Australasian Journal of Educational Technology, 2016, 32(3), 32(3), 115–129. Retrieved from

Es, E. A. Van, & Gamoran, M. (2010). The influence of video clubs on teachers’ thinking and practice. Jurnal Mathematic Education, 155–176.

Froneman, S., Plotz, M., Benadé, T., & Vorster, H. (2015). A comparison of the mathematical knowledge and skills of first-year student cohorts from a transmission and an outcomes-based curriculum. African Journal of Research in Mathematics, Science and Technology Education, 0(0), 1–12.

Handayani, M., Mukhni, & Mirna. (2014). Pengaruh model pembelajaran kooperatif tipe two stay two stray terhadap pemahaman konsep matematis siswa. Jurnal Pendidikan Mtematika, 3(1), 56–60. Retrieved from

Hidayat, A. (2015). Penerapan model pembelajaran kooperatif tipe two stay two stray (tsts) untuk meningkatkan motivasi dan prestasi belajar akutansi siswa kelas xi akuntansi 2 smk negeri 1 tempel tahun ajaran 2013/2014. Universitas Negeri Yogyakarta. Retrieved from

Jensen, B., Holm, A., & Bremberg, S. (2013). Effectiveness of a danish early year preschool program : a randomized trial. International Journal of Educational Research, 62, 115–128.

Kurniawan, A. (2016). Pengaruh model pembelajaran kooperatif tipe two stay two stray terhadap hasil belajar matematika ditinjau dari kemampuan komunikasi matematis siswa kelas viii smp negeri 1 ambarawa semester 2. Universitas Kristen Satya Wacana. Retrieved from

Kusumaningrum, R., Budiyono, & Subanti, S. (2015). Eksperimentasi model pembelajaran kooperatif tipe two stay two stray (TSTS), numbered heads together (NHT), dan think pair share (TPS) pada materi lingkaran ditinjau dari kreativitas belajar matematika siswa. Jurnal Elektronik Pembelajaran Matematika, 3(7), 705–716. Retrieved from

Layn, M. R. (2018). Improving mathematics learning outcomes through cooperative learning model type NHT in grade VIII a students mts muhammadiyah. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(1), 43–50.

Leonard. (2018). Task and forced instructional strategy: Instructional strategy based on character and culture of indonesia nation. Jurnal Ilmiah Pendidikan MIPA, 8(1), 51–56.

Mercier, E. M., & Higgins, S. E. (2013). Collaborative learning with multi-touch technology : Developing adaptive expertise. Learning and Instruction, 25, 13–23.

Miftachudin, B. & R. (2015). Efektivitas model pembelajaran two stay two stray dengan tutor sebaya dalam pembelajaran matematika pada materi bangundatar ditinjau dari kecerdasan majemuk peserta didik kelas vii smp negeri di kebumen tahun pelajarn 2013/2014. Jurnal Elektronik Pembelajaran Matematika, 3(3), 233–241. Retrieved from

Nur, R. A. (2018). Perbandingan motivasi dan hasil belajar melalui model pembelajaran kooperatif tipe two stay two stray (TSTS) dengan tipe group investigation (GI) pada siswa kelas VII smpn 8 bulukumba. Jurnal Biotek, 6, 119–130.

Pennings, H. J. M., Tartwijk, J. Van, Wubbels, T., Claessens, L. C. A., Want, A. C. Van Der, & Brekelmans, M. (2014). Real-time teacher e student interactions : A Dynamic Systems approach. Teaching and Teacher Education, 37, 183–193.

Pramugarini, D. Y., Kusmayadi, T. A., & Riyadi. (2014). Eksperimentasi model pembelajaran two stay two stray (TSTS) dan think-pair-share (TPS) dengan pendekatan pendidikan matematika realistik (PMR) ditinjau dari aktivitas belajar matematika. Jurnal Elektronik Pembelajaran Matematika, 2(3), 250–259. Retrieved from

Pramuwasti, I. (2010). Penerapan model pembelajaran kooperatif teknik two stay two stray sebagai upaya untuk meningkatkan keterampilan berdiskusi siswa kelas IX A smp negeri 1 getasan kabupaten semarang. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1–140. Retrieved from

Ramadian, F., Achmadi, & Basri, M. (2002). Efektivitas model pembelajaran two stay two stray terhadap peningkatan hasil belajar siswa di sma. Jurnal Pendidikan Dan Pembelajaran, 1–15. Retrieved from

Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2014). Calibration of self-evaluations of mathematical ability for students in England aged 13 and 15 , and their intentions to study non-compulsory mathematics after age 16. International Journal of Educational Research, 64, 49–61.

Stols, G., Ono, Y., & Rogan, J. (2017). What constitutes effective mathematics teaching ? perceptions of teachers what constitutes effective mathematics teaching ? perceptions of teachers. African Journal of Research in Mathematics, Science and Technology Education, 7295(December).

Sulistiyo, A. N., & Kusmanto, B. (2018). Upaya meningkatkan keaktifan dan hasil belajar matemtika dengan metode two stay two stray. In Prosiding Seminar Nasional Matematika Pendidikan Matematika Etnomatnesia (pp. 966–971). Retrieved from

Taniredja, T., Faridli, E. M., & Harmianto, S. (2011). Model-model pembelajran inovatif (2nd ed.). Bandung: ALFABETA.

Ulfah, F. (2010). Pengaruh model pembelajaran kooperatif teknik two stay two stray terhadap kemampuan komunikasi matematik siswa. UIN Syarif Hidayatullah Jakarta. Retrieved from

Uworwabayeho, A. (2009). Teachers ’ innovative change within countrywide reform: A case study in Rwanda. Journal Mathematics Education, 315–324.



  • There are currently no refbacks.

Related Links:









Partner Links