Pengaruh Pendekatan Brain-Based Learning terhadap Kemampuan Komunikasi Matematis dan Self-Efficacy Siswa SMA

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran dengan pendekatan Brain-Based Learning (BBL) terhadap kemampuan komunikasi matematis (KKMAT) dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu menggunakan desain grup kontrol tidak secara acak dengan pemberian tes awal dan tes akhir. Populasi penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri 1 Jetis Daerah Istimewa Yogyakarta pada semester kedua tahun ajaran 2012/2013 yang terdiri atas tiga kelas. Dua kelas dipilih sebagai sampel penelitian, yaitu kelas eksperimen dan kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah tes KKMAT dan skala self-efficacy. Data penelitian dianalisis menggunakan uji t dan uji multivariat (MANOVA). Hasil penelitian ini menunjukkan bahwa pembelajaran dengan pendekatan BBL berpengaruh terhadap kemampuan komunikasi matematis dan self-efficacy siswa.Kata Kunci: Pendekatan Brain-Based Learning, kemampuan komunikasi matematis, self-efficacy The Effect of Brain-Based Learning Approach toward the Mathematical Communication Ability and Self-Efficacy of Senior High School Students AbstractThis study aimed to describe the effect of the instruction using Brain-Based Learning Approach (BBLA) toward students’ mathematical communication ability (MCA) and self-efficacy. This study adopted a pretest-posttest nonrandomized control group design in a quasi-experimental setting. The population comprised all students grade XI IPA of SMA Negeri 1 Jetis D. I. Yogyakarta in the second semester of the academic year 2012/2013 consisting of three classes. Two classes were selected as the research sample, namely experimental class and control class. The instruments of the study were a test of MCA and scale of self-efficacy. The data were analized using the one sample t test and MANOVA test. The findings of the study show that the instruction using BBLA has an effect on students’ mathematical communication ability and self-efficacy.Keywords: Brain-Based Learning Approach (BBLA), mathematical communication ability, self-efficacy

An Analysis of Spatial Ability and <i>Self-efficacy</i> of Students in Cooperative Learning by Using Jigsaw at Smas Muhammadiyah 8 Kisaran

“…In a study conducted by Azwar, Surya and Saragih (2017), according to an interview with a teacher at SMA Negeri 1 Peureulak Senior High Math teachers rarely pay proportional attention in improving students' self-confidence. [12] In line with this finding, Sukoco and Mahmudi (2016) deliver that most of XI Science students at SMAN 1 Jetis Bantul were reluctant to answer and report their work in front when teacher asked them because the students felt they could not give a proper explanation. This finding is based on an interview conducted by researcher with students.…”

“…This finding is based on an interview conducted by researcher with students. [13] In order to increase students spatial ability and selfefficacy, the heterogeneous condition of the student, school' environment, learning environment and learning model used need to be considered. Susilawati, Suryadi dan Dahlan (2017) in their research show that there is an interaction between learning style and Math skills towards improvement of spatial visualization ability, so students' difficulties in solving spatial visual questions can be reduced.…”

Students' Mathematical Communication Ability through the Brain-Based Learning Approach using Autograph

“…Learning employing the BBL approach can contribute to students' mathematical communication skills (Sukoco, 2016). The BBL guide students to learn meaningfully (Gozuyesil & Dikici, 2014).…”

Mathematics Self-Efficacy Scale Based on Computer

“…The level of mathematics mastery is one benchmark of the progress of a nation (Sukoco & Mahmudi, 2016). Based on the results of international surveys, for example, the TIMSS (Trends in International Mathematics and Science Study) and PISA (Program for International Student Assessment), in 2015, the TIMSS survey was conducted on class IV students while PISA was for students of class IX and class X (age 15 years) in schools randomly selected throughout Indonesia (Mullis at al., 2016).…”

“…Self-confidence or individual perceptions of mathematical abilities are defined as Mathematics Self-Efficacy (Sukoco, et al, 2017). This belief does not mean "the individual believes in what he is going to do" but rather "the individual believes in what he is capable of" (Sukoco & Mahmudi, 2016). Therefore, MSE is an individual belief in dealing with various types of tests, ranging from understanding concepts to solving problems or mathematical problems.…”