Literature Review Using Think Talk Write (TTW) Cooperative Learning Model in Students' Mathematical Reasoning Ability

The purpose of this research is to analyze Think Talk Write (TTW) learning whether this model is effective in improving students' mathematical reasoning abilities. This type of research is a literature review related to the theory of the Think Talk Write (TTW) type cooperative learning model and mathematical reasoning abilities. This research uses library materials as the main data source that discusses the effectiveness of using cooperative learning models to improve students' mathematical reasoning abilities. The selection of sources from the literature review is chosen according to the development of the journal for the last 5 years, namely 2018 to 2022. Reasoning ability is the ability to draw conclusions or make new statements based on previous statements. For cooperative learning model type Think Talk Write (TTW) is an activity to think about reading material by listening, criticizing, and providing solutions. The results of this study indicate that increasing mathematical reasoning ability is more effective using Think Talk Write (TTW) compared to conventional learning, because the use of Think Talk Write (TTW) type learning model will make students understand the material better because they learn from thinking, compiling, testing. , reflect, and write down ideas.


INTRODUCTION
Education is a continuous and never-ending process to produce quality human resources as provisions in the face of the times. Ki Hajar Dewantara as the Father of Indonesian National Education argues that education is an effort from parents to children with the intention of supporting the progress of their lives in providing useful life guidance, so that children get the perfect happiness of life by using the guidance that has been given. (Wiryopranoto et al., 2017) One of the subjects that can be seen as useful for everyday life is learning mathematics. Learning mathematics as one of the lessons that becomes a way of thinking logically, analytically, systematically, critically and creatively so that it trains the ability to work together in dealing with various problems by utilizing the news it receives. According to (Dikembangkan, 2010) mathematics has characteristics that emphasize deductive processes that require logical and axiomatic reasoning. In mathematics, understanding concepts, problem solving, communication, reasoning and mathematical connections are abilities that will be Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ obtained when studying mathematics. This ability will improve the quality of human resources for future science. The weaknesses of students that cause low student learning outcomes are not having a good understanding of prerequisite material, lacking the ability to understand basic concepts, lack of accuracy in listening and analyzing problems, and lack of students' reasoning abilities. (Sibuea, 2017) To get sources Quality resources in education are not only learning and the use of books as learning media, but the way students learn in the classroom can affect learning outcomes. The way of learning in the classroom can usually be referred to as a learning model. Nowadays, many learning models have been created, one of which is the Tink Talk Write (TTW) type cooperative learning model.
Think Talk Write (TTW) is a type of cooperative learning model that emphasizes thinking, compiling, testing, reflecting, and writing ideas by prioritizing collaboration between students in groups to achieve learning goals (Jami'atun & Wijayanti, 2020). Based on the understanding of TTW, it can be stated that Think means thinking, which means using the mind to consider and decide something. Then Talk which means talking or discussion, with this students communicate about conveying ideas by using language words they understand. And the last is Write which means to write, students write down the ideas obtained in Think and Talk activities in the form of concepts used, methods of completion, and solutions obtained. (Irwan & Permata Sari, 2018) TTW is used to develop students' ways of writing fluently and practice language before writing them, besides that it can help students in collecting and developing ideas through conversation. TTW learning activities start from thinking about reading material by listening, criticizing, and providing solutions. Then the results of the readings are communicated with presentations, discussions and making reports on the results of the presentations.
Type cooperative learning Think Talk Write model is a learning model that can foster students' mathematical reasoning abilities. Mathematical reasoning ability is an essential ability to be developed in high school students, and is one of the abilities that students must have in learning mathematics because it is one part of mathematical thinking skills. The thought process to draw conclusions can be based on previous statements and their truth has been proven.
According to Sumarmo in (Konita et al., 2019) ) the indicators of mathematical reasoning ability are as follows: a. Draw logical conclusions b. Provide explanations with models, facts, characteristics, and relationships c. Estimating the answer and the solution process d. Using patterns and relationships to analyze situations or make analogies and generalizations e. Develop and test the conjecture f. Create counter example (counter example) g. Follow the rules of inference and check the validity of arguments Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ h. Develop valid arguments i. Develop direct, indirect, and use mathematical induction.
Reasoning ability is very influential with the process of learning mathematics in class, because students who have good reasoning abilities will easily understand mathematical material, and vice versa if students who have low reasoning abilities will have difficulty understanding mathematical material. The importance of reasoning ability in learning mathematics because every mathematical problem must be solved by a reasoning process. Reasoning can be understood and trained by solving mathematical problems. The importance of reasoning ability can be seen from student learning outcomes by being given the opportunity to use their reasoning skills in making assumptions based on their own experience and generating new concepts according to their thinking. (Fajriyah et al., 2015) With the many articles and field findings in the educational environment that use the Think Talk Write (TTW) type cooperative learning model, the researcher feels the need to conduct a literature review with the following objectives: first, to find out the other studies that have been done by other people that discuss the topic of research that is being carried out at this time. Second, literature review can link the current study with the broad discourse in the literature with the same topic of discussion. By understanding the existence of previous research, the researcher will design how the new research project will be carried out. Third, it will demonstrate the ability of researchers to integrate what others already know about the field of study. (Asbar & Witarsa, 2020). Based on the description above, the researcher conducted a study entitled "Literature Study of the Use of Think Talk Write (TTW) Cooperative Learning Model in Students' Mathematical Reasoning Ability". This study was conducted to determine the ability of mathematical reasoning in terms of the use of the TTW type cooperative model.

RESEARCH METHOD
Method The method used is a literature review related to the Think Talk Write (TTW) type cooperative learning model to improve students' mathematical reasoning abilities. The data found in this library study are sourced from various related literature. The related literature used is articles that have conducted research in the last 5 years, from 2018 to 2022, so that the data obtained is in accordance with the development of the state of education. The primary sources used in this literature review are references related to the Think Talk Write (TTW) type cooperative learning model and mathematical reasoning abilities. While the secondary sources used are learning activities and child psychology. Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ

Mathematical Reasoning Ability Through Cooperative Learning Model Type Think Talk Write (TTW).
According to (Purwanto, 2012) mathematics learning achievement using the TTW type cooperative learning model is better than using conventional learning models and student learning achievement using the TTW type cooperative learning model is the same as TPS type learning as well as TPS and conventional learning provide good learning achievement. same.
According to (Sibuea, 2017) stated in the results of his research that students before being given action there were 11 students who had reached the level of mastery learning, while 25 students had not reached the level of mastery learning with absorption. This means that the use of the TTW type of cooperative learning model can improve students' mathematics learning outcomes.
According to (Jami'atun & Wijayanti, 2020) stated in the results of his research that the proportion of students' mathematical reasoning abilities with the TTW model is higher than students with the PBL model, so it can be concluded that the TTW model is not effective on students' mathematical reasoning abilities.
As is the case with research conducted by (Bernard & Rohaeti, 2016) which carried out activities to analyze students' mathematical reasoning abilities into the aspect of group reasoning. The following are indicators of mathematical reasoning according to Sumarmo, namely:

Indicators draw logical conclusions
There are so many people who cannot think logically so they only take and accept the arguments presented. The use of logic in a science that teaches to pronounce the right words through reason and common sense, as well as reasoning, has the same goal as logical thinking, which is to find answers using thoughts and common sense. An example of the relationship between mathematics and the conclusion that exists in mathematics. Before carrying out the work activities, students carry out activities to imagine what the shape of the problem will be. 2. Indicators provide explanations with models, facts, properties, and relationships Reasoning is a conscious activity by applying logic to reach a conclusion, the activity of seeing existing relationships, not only the relationship between objects but the relationship between ideas, then use the relationship to obtain other objects or ideas. Examples of mathematical relationships with models of an area and the existence of facts regarding the existence of the relationship between the arrangement of distances between highways and mathematics.

Indicators of improving answers and solution processes
Students will practice predicting answers, solutions or trends, and using relationship patterns to analyze situations. Students can carry out calculations based on certain rules or formulas to get a conclusion that is expected to determine the validity of the conclusions obtained. 4. Indicators use patterns and relationships to analyze situations, or make analogies and generalizations. Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ Students use supporting data to design mathematical forms based on the information presented to seek answers. Existing information must be based on analogues that are made, namely based on the similarity of data, concepts, or processes. From the answers that have been obtained, not all answers have the same form, it is necessary to draw general conclusions based on a number of observed data.

Indicators of constructing and testing conjectures
Mathematical reasoning is needed to achieve the ability to construct mathematical conjectures. A conjecture is a proportion as a real, true, or original thing based on something that has not been concluded. Reasoning and making conjectures in the process of learning mathematics will encourage understanding that searches for patterns, conditions, relationships, and core sequences of mathematics. 6. The indicator follows the rules of inference and checks the validity of the arguments. Able to provide known and asked questions, work steps, and conclusions correctly and use formulas according to the problems in question. Work in accordance with the existing order and arguments that have been used.

Developing valid arguments
An argument is a series of statements to reveal the conclusion (inference). An argument is said to be valid for any statement that is substituted for the hypothesis. If all the hypotheses are true, then the conclusion is also true. If all the hypotheses are true but the conclusion is false, then the argument is called false.

The indicator creates counter example In mathematics
A counter example is used to refute a statement. If you want to prove that a statement is true, you need evidence that shows that it is always true. Writing down evidence to show the truth is very necessary, because giving examples is not enough. If you want to show that a statement is not true, it is necessary to provide an example scenario where the statement is false. 9. Indicators construct direct, indirect evidence, and use mathematical induction Direct proof is usually applied to prove a hypothesis that is used as a known fact or as an assumption. For indirect proof, the activity is carried out by proving the truth of the implication statement, which is proven through contraposition. In mathematics it is impossible to determine one by one the truth of a statement, but with the use of mathematical reasoning through mathematical induction so as to be able to make inferences to a statement.

Articles -Articles of Mathematical Reasoning Ability Through Cooperative Learning Model Think Talk Write (TTW) Type.
The articles on the application of the Think Talk Write (TTW) type cooperative learning model in students' mathematical reasoning abilities are in table 1 below: Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ  Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ In the first article, (Irwan & Permata Sari, 2018) conducting research activities regarding the application of the Thing Talk Write (TTW) type cooperative learning model to mathematical reasoning abilities, they conducted research on MAN students of class XII science in the city of Padang. Researchers see the low mathematical reasoning ability of MAN Padang city students from the average UN score obtained is still very low. Before conducting research, checking students' abilities also needs to be done, such as giving questions about mathematical reasoning. The results obtained by most students have not been able to get to the expected answers and have not been able to reason what was ordered according to the question indicators, namely drawing conclusions, compiling evidence, providing reasons or evidence for several solutions.

Mathematics Education Journals
In this study, research was conducted using 2 classes, namely the experimental class with 38 students and the control class with 40 students. The hypothesis testing was conducted four times to determine the mathematical reasoning ability of students who were taught with the TTW type cooperative learning model in the experimental class and the control class. Calculations were carried out and resulted in an analysis of the initial ability test data that the control class students' mathematical reasoning abilities were higher than the average score of the experimental class. And for the analysis of the final ability test data, it was found that the control class students were lower than the experimental class. (Irwan & Permata Sari, 2018) In the second article, Siti Jami'atun and Kristina (2020) conducted research on seventh grade students of SMP in Semarang city in the 2018/2019 academic year. In this study, 2 samples were used, namely the experimental class and the control class. The test method was used to obtain data on students' mathematical reasoning abilities on line and angle material. The result of the research that has been done is that the classical mastery of the Think Talk Write (TTW) model is 66.7%, so that it does not meet the classical mastery of 75%. However, when compared with the use of the PBL model, the Thing Talk Write (TTW) model on the average and proportion of reasoning abilities has a higher value. (Jami'atun & Wijayanti, 2020) In the third article, (Mayssara A. Abo Hassanin Supervised, 2014) conducted research on mathematical reasoning abilities in seventh grade students of SMP Negeri 5 Jambi city in the 2018/2019 academic year. From 10 classes in junior high school, samples were taken using random sampling technique by analyzing math scores which had scores that were normally distributed and had a homogeneous variance according to the prerequisite test. Research was conducted on the class with the Thing Talk Write (TTW) learning model and the Problem Based Learning (PBL) learning model class, the first activity being a post-test on the number material.
Based on the results of the post-test conducted on the Thing Talk Write (TTW) learning model, the experimental class obtained an average of 32,649. This Mathematics Education Journals Vol. 6 No. 2 August 2022ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ value is obtained because of several advantages of the TTW model, namely the involvement of students in the learning process, because students can communicate the results of their thoughts and can dialogue and convey their thoughts after going through the process of reading, finding, discussing, and then sharing ideas. And for the control class with Problem Based Learning (PBL) learning model obtained an average of 28,135. (Indah Lia et al., 2019) In the fourth article, the proceedings of Asep Ikin Sugandi (2011) conducted research on 80 class IX junior high school students by conducting a set of tests in the form of descriptions to measure mathematical reasoning abilities, and using worksheets that have been prepared. based on signs of cooperative learning type Thing Talk Write (TTW). The results of the research at the Think showed that the activities of thinking about possible solutions, taking notes to understand the ideas in the reading were more effective in improving communication and reasoning skills. At the Talk , they carry out discussion activities from ideas in groups that have been obtained previously so that they will generate new ideas from several ideas that have been communicated by all group members. Talk has an important role in mathematics, because in mathematics learning there is not only one way to solve problems, so that in this activity students' reasoning is expected to receive more appropriate answers to solve existing problems. At the Write , writing has several benefits for communicating solutions to problems or questions given including calculations, work steps, and researching all work arrangements so that no work is left behind. So that in this study the role of Thing Talk Write (TTW) learning has its own advantages compared to conventional learning. (Ikin Sugandi, 2011) In the fifth article, research conducted by Novia Fajar, Budiyono, and Budi Usodo (2014) in public junior high schools throughout Wonogiri Regency in the 2013/2014 academic year was conducted using research data collection methods, documentation, tests, and questionnaire. In the study, data showed that the Thing Talk Write (TTW) learning model with PMR provided an increase in achievement that previously used the Thing Talk Write conventional andBecause the Think Talk Write (TTW) learning model uses understanding using concrete objects that are used to illustrate the problems that exist in the LKS. Mathematical reasoning ability has an important role in learning achievement, because in this study it was proven that students who have high and moderate reasoning abilities have good learning achievements than students who have low reasoning abilities. (Utami et al., 2014).

CONCLUSION
Mathematical reasoning ability is still low, so a learning model that can improve is needed, namely the TTW type cooperative learning model. The mathematical reasoning ability of students taught with the TTW type cooperative learning model was significantly better than those taught only with conventional learning.type of learning model Think Talk Write will make students understand the material better because they learn from thinking, compiling, testing, reflecting, and writing ideas.