Kemampuan komunikasi matematis merupakan salah satu kemampuan yang diukur pada studi PISA. Namun berdasarkan hasil studi PISA, kemampuan komunikasi matematis siswa Indonesia masih rendah. Penelitian ini bertujuan untuk melihat apakah terdapat peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran menggunakan model pembelajaran Think-Pair-Share (TPS) dengan siswa yang memperoleh pembelajaran konvensional. Sampel dalam penelitian ini adalah siswa kelas VIII MTs Negeri Pagedangan, Tangerang. Dalam mengumpulkan data, peneliti menggunakan instrumen tes berupa soal uraian kemampuan komunikasi matematis. Penelitian ini menggunakan metode kuantitatif dengan desain kuasi eksperimen berbentuk Nonequivalent Control Group Design. Teknik analisis data yang digunakan adalah teknik statistik inferensial dengan melakukan uji-t. Berdasarkan analisis data menggunakan SPSS 16.0 dan Microsoft Excel 2013 penelitian menemukan bahwa peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran menggunakan model pembelajaran Think-Pair-Share (TPS) lebih baik dibandingkan dengan siswa yang memperoleh pembelajaran konvensional.Mathematics communication ability is one of the skills that was measure in PISA. Based on the results of the PISA, mathematics communication ability Indonesian students is still low. The pupose this research is to see if there is an increase in mathematics communication ability students acquire learning using learning model Think-Pair-Share (TPS) with students who obtain the conventional learning. The sample in this research is grade MTs Negeri Pagedangan, Tangerang. In collecting the data, researchers use test instruments in the form of a question of mathematical communication ability essay test. This research using quantitative methods with quasi experimental design shaped Nonequivalent Control Group Design. Data analysis technique used is statistical techniques inferensial by doing the test-t. Based on data analysis using Microsoft Excel and SPSS 16.0 2013 this research found that increasing mathematical communication ability students acquire learning using learning model Think-Pair-Share (TPS) better than the students who obtain the conventional learning.
__________________________________________________________________________ AbstractThe low ability of Self-Regulated Learning students who mostly come from the remote area in Papua, motivates researchers to conduct research by applying Hypnoteaching in the learning process. One of the reasons for the low ability of Self-Regulated Learning students is the habit of those who have not been able to regulate and direct themselves in learning. Hypnoteaching, also called giving positive suggestions, is expected to be able to direct their minds to change learning behavior to be organized and directed. In other words, this will affect the ability of student Self-Regulated Learning. The purpose of this study was to find out: 1) how to increase the ability of Papuan Self-Regulated Learning after Hypnoteaching was applied in Mathematics Courses, 2) how students respond to the application of Hypnoteaching in Mathematics Courses. This type of research is Classroom Action Research with the subject of research are Papuan students in the Mathematics Learning Design Course at STKIP Surya Tangerang 2017/2018 Academic Year. Data collection techniques in the form of questionnaires, field notes, and observation sheets. The data analyzed is only questionnaire data by processing questionnaire scores that are converted into interval data, then determined attitude scores and neutral scores. The results showed that the application of hypnoteaching can improve the ability of self-regulated learning for Papuan students to be better. This can be seen from the percentage of attitude scores related to the ability of self-regulated learning which experienced an increase of initially by 61% in the pre-cycle, increasing to 72% in the first cycle and 74% in the second cycle. Regarding student responses, it was concluded that students gave a positive response to the application of hypnoteaching.
This study aims to investigate whether the ability to understand mathematical concepts of students who get cooperative learning think pair square type is higher than students who get conventional learning. The research method used is a quasi-experimental method with a research design that is nonequivalent control group design. In this study sample selection using the Convenience Sampling technique is students of class VIII.5 as the control class and students of class VIII.6 as the experimental class. Experimental class students get learning using the think pair square learning model, while students in the control class get conventional learning. The instruments in this study were in the form of pretest and posttest questions in the form of questions describing the ability to understand students' mathematical concepts. In the research that has been done, the significance (sig.) 0,000 is smaller than the significance level α = 0.05. The research hypothesis testing was carried out by the Mann-Whitney test using SPSS and a significance level of 5% (α = 0.05).. In this study it was found that the ability to understand mathematical concepts of students who received think pair square learning was higher than students who obtained conventional learning.
Self-confidence is very important for students to actualize their potential and information on the level of student confidence is very helpful for teachers as a basis for decision making, as well as providing feedback to improve the learning process. This study aims to investigate whether there is a positive and significant relationship between self-confidence and student mathematics achievement. This research uses quantitative research methods, namely ex post facto type with a population of VII grade students of SMP Puspita Tangerang which consists of 5 classes total 188 students. Determination of the number of samples looked at the table of Issac and Michael with α = 0.05 and obtained a sample of 123 students. The data analysis of this study used a high confidence level of 95%. Based on the results of the simple linear regression test, it is found that the equation Ŷ = 21,714 + 0,374x means that there is a positive and significant relationship between self-confidence and student mathematics achievement. Then, the simple correlation coefficient test result count.
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