The purpose of this research is to analyze the difference in the improvement of students' mathematic representation ability by guided inquiry learning and conventional learning. The subject of the research was eight grade students of UT Dharma Karya Junior High School. There were 19 students chosen as controlling class and 20 students as experiment class. This research used quasi-experimental methods with non-equivalent control group design in one school. Before and after the learning, both of the classes were given mathematic representation. The result of the research showed that the mathematic representation ability of experimental group students with guided inquiry experienced an increase of 0.41; it was included in medium category. Meanwhile, students' representation ability of conventional learning group was increased 0,26 and it was included in low category. The results of this study indicated that the mathematical representation ability of the guided inquiry learning group students was significantly better than the students of the conventional learning group. Keywords: Guided Inquiry Learning, Mathematic Representation Ability.
AbstrakTujuan penelitian ini adalah untuk menganalisis perbedaan peningkatan kemampuan representasi matematis siswa dengan pembelajaran inkuiri terbimbing dan siswa dengan pembelajaran konvensional. Subjek penelitian adalah siswa SMP Dharma Karya UT kelas 8. Terpilih 19 orang sebagai kelas control dan 20 orang sebagai kelas eksperimen. Penelitian ini menggunakan metode eksperimen semu dengan nonequivalent control group design di satu sekolah. Sebelum dan sesudah pembelajaran, kedua kelas diberikan tes representasi matematis. Hasil penelitian menunjukan bahwa kemampuan representasi matematis siswa kelompok eksperimen dengan pembelajaran inkuiri terbimbing mengalami peningkatan sebesar 0.41, termasuk kategori sedang. Sementara itu, kemampuan representasi siswa kelompok pembelajaran kontrol (konvensional) mengalami peningkatan sebesar 0,26 dan termasuk kategori rendah. Hasil penelitian tersebut menunjukkan bahwa kemampuan representasi matematis siswa kelompok pembelajaran inkuiri terbimbing lebih baik secara signifikan dari siswa kelompok pembelajaran konvensional. Kata Kunci: Kemampuan Representasi Matematis, Pembelajaran Inkuiri Terbimbing.
The aim of this study is to determine the interaction between learning factors (CORE and conventional) and the initial mathematical skills factor (KAM) to increase mathematical critical thinking skills (KBKM) of students. The method used in this study was quasi-experimental with the non-equivalent group pretest-post design. The data analysis used was two-way ANAVA test. The results of the study are (1) There is no interaction between learning factors with KAM factors (2) the improvement students’ mathematical critical thinking skills in the CORE (connecting, organizing, reflecting, extending). learning group is higher than the conventional learning group for each KAM group (3) In both learning groups, the improvement of the students’ mathematical critical thinking skills in the upper KAM level is higher than the middle and lower KAM level and the improvement in the middle KAM level is higher than the lower KAM level.
This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students’ ability in mathematical representation. It was quasi-experimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students’ ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students’ ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.
Tujuan dari penelitian ini yaitu menelaah perbedaan pengaruh penerapan pembelajaran berstrategi REACT dengan pendekatan kontekstual dan penerapan pembelajaran langsung terhadap kemampuan komunikasi matematis. Populasi penelitian adalah siswa kelas XI SMKN 1 Palangka Raya Tahun Pelajaran 2019/2020. Sampel penelitian diambil dengan menggunakan teknik cluster random sampling dan diperoleh kelas XI RPL 2 sebagai kelas eksperimen dan kelas XI KGSP sebagai kelas kontrol. Metode dalam penelitian adalah kuasi eksperimen dengan desain penelitian post test only control group design. Instrumen dalam penelitian ini berupa yaitu tes kemampuan matematis berbentuk uraian dan sudah memenuhi kriteria tes yang layak untuk digunakan berdasarkan telaah ahli dan ujicoba terbatas. Hasil analisis data tes kemampuan komunikasi matematis siswa menunjukkan nilai p-value sebesar 0,000 dengan signifikansi (α=0,05). Hasil tersebut menyimpulkan bahwa pembelajaran berstrategi REACT dengan pendekatan kontekstual yang diberikan di kelas eksperimen memiliki capaian yang lebih baik secara signifikan dibandingkan dengan pembelajaran langsung di kelas kontrol.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.