scholarly journals Komparasi keefektifan pendekatan CTL setting NHT dan TGT pada materi bangun datar

2017 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Andriani Suzana
Keyword(s):  
High School Students ◽  
Comparison Group ◽  
Mathematics Learning ◽  
T Test ◽  
Mathematical Communication ◽  
Learning Achievement ◽  
Mathematics Attitude ◽  
Group Design ◽  
Communication Ability ◽  
And Mathematics

Tujuan penelitian ini adalah untuk: mendeskripsikan keefektifan pendekatan CTL setting NHT dan TGT; membandingkan keefektifan pendekatan CTL setting NHT dan pendekatan CTL setting TGT ditinjau dari prestasi belajar, kemampuan komunikasi matematis, dan sikap matematika siswa SMP kelas VII dalam belajar bangun datar. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non-equivalent comparison-group design. Untuk mengetahui keefektifan pendekatan CTL setting NHT dan TGT pada masing-masing variabel, digunakan uji one sample t-test. Selanjutnya, untuk membandingkan keefektifan pendekatan CTL setting NHT dan TGT, data dianalisis menggunakan uji T2 Hotteling’s. Jika terdapat perbedaan keefektifan, maka dilakukan uji lanjut t-univariat. Hasil penelitian menunjukkan bahwa: pembelajaran matematika menggunakan pendekatan CTL setting NHT dan TGT efektif ditinjau dari prestasi belajar dan sikap matematika siswa, namun tidak efektif ditinjau dari kemampuan komunikasi matematis; tidak terdapat perbedaan keefektifan antara pembelajaran menggunakan pendekatan CTL setting NHT dan pembelajaran menggunakan pendekatan CTL setting TGT ditinjau dari prestasi belajar, kemampuan komunikasi matematis, dan sikap matematika siswa.  Kata Kunci: pendekatan CTL setting NHT, pendekatan CTL setting TGT, prestasi belajar, kemampuan komunikasi matematis, sikap matematika siswa The Comparison of the Effectiveness of CTL Approach of NHT Type and CTL Approach of TGT Type in Learning Planes AbstractThis research aims to: describe the effectiveness of teaching mathematics by using the CTL approach of NHT type and the CTL approach of TGT type; compare the effectiveness of the CTL approach of NHT type and CTL approach of TGT type in terms of mathematics learning achievement, mathematical communication ability, and mathematics attitude of 7th grade junior high school students in learning planes. This research is a quasi-experimental research with the pretest-posttest non-equivalent comparison-group design. To determine the effectiveness of the CTL approach of NHT type and CTL approach of TGT type on each variable, one sample t-test was used. Furthermore, to compare the effectiveness of the CTL approach of NHT type and CTL approach of TGT type, the data were analyzed using a multivariate test of T2 Hotteling’s. If there were differences in effectiveness, then further study of t-univariate was done to determine certain variables that contributed to the overall difference. The results showed that: the teaching of mathematics using the CTL approach of NHT type and using the CTL approach of TGT type are effective in terms of mathematics learning achievement and mathematics attitude, but is not effective in terms of mathematical communication ability; there is no difference between the effectiveness of teaching using the CTL approach of NHT type and teaching using the CTL approach of TGT type in terms of mathematics learning achievement, mathematical communication ability, and mathematics attitude. Keywords: CTL approach of NHT type, CTL approach of TGT type, mathematics learning achievement, mathematical communication ability, mathematics attitudes of students.

scholarly journals Keefektifan cooperative learning CRH dan NHT ditinjau dari sikap dan prestasi belajar matematika siswa

2016 ◽  
Vol 11 (2) ◽  
pp. 160
Author(s):  
Noor Laila Atini ◽  
Ali Mahmudi
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Mathematics Learning ◽  
Attitudes Toward Mathematics ◽  
Learning Model ◽  
T Test ◽  
Learning Achievement ◽  
Group Design ◽  
And Mathematics ◽  
Student's Attitudes

Penelitian ini bertujuan untuk mendeskripsikan keefektifan cooperative learning  tipe Course Review Horay (CRH) dan tipe Numbered Heads Together  (NHT) yang ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika. Penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest non equivalent group design. Penelitian ini menggunakan dua kelompok eksperimen. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar matematika dan angket sikap siswa terhadap matematika. Untuk menguji keefektifan pembelajaran matematika dengan kedua model pembelajaran digunakan analisis one sample t-test. Selanjutnya untuk membandingkan keefektifan pembelajaran matematika dengan kedua model pembelajaran data dianalisis dengan menggunakan uji T2 Hotelling, dan independent t-testuntuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif CRH dan NHT efektif ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika dan model pembelajaran kooperatif tipe CRH lebih efektif dibanding model pembelajaran kooperatif tipe NHT ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika siswa.Kata kunci: pembelajaran kooperatif, CRH, NHT, sikap siswa terhadap matematika, prestasi belajar matematika siswa The effectieveness of cooperative learning CRH and NHT in terms of attitudes and mathematics learning achievement of students AbstractThis study aims to describe the effectiveness of cooperative learning Course Review Horay (CRH) type and Numbered Heads Together (NHT) type in terms of student’s attitudes toward mathematics and mathematics learning achievement. This study was a quasi-experimental study using the pretest-posttest non-equivalent group design. It involved two experimental groups. The data collecting instruments consisted of a mathematics learning achievement test and questionnaires for students’ attitudes towards mathematics. To test the effectiveness of the mathematics learning through the CRH and NHT cooperative learning model, the one-sample t-test was carried out. Then, to compare the effectiveness of the two model, the data were analyzed using the T2 Hotelling test, and the independent t test to find out which of the two model was more effective. The results of the study show that mathematics learning through the CRH and NHT cooperative learning is effective in terms of student’s attitudes toward mathematics and mathematics learning achievement and the CRH cooperative learning model is more effective than the NHT cooperative learning model in terms of student’s attitudes toward mathematics and mathematics achievement of student’s. Keywords: cooperative learning, CRH, NHT, student’s attitude toward mathematics, mathematics achievement of student’s.

scholarly journals PERBANDINGAN KEEFEKTIFAN PBL BERSETING TGT DAN GI DITINJAU DARI PRESTASI BELAJAR, KEMAMPUAN BERPIKIR KREATIF DAN TOLERANSI

2016 ◽  
Vol 3 (1) ◽  
pp. 55 ◽  
Author(s):  
Meita Fitrianawati ◽  
Hartono Hartono
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Comparison Group ◽  
Mathematics Learning ◽  
School Students ◽  
Learning Achievement ◽  
Group Design ◽  
Thinking Ability ◽  
Creative Thinking Ability

Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan Problem Based Learning (PBL) berseting Team Group Tournament (TGT) dan PBL berseting Group Investigation (GI), serta membandingkan keefektifan pembelajaran PBL berseting TGT dan PBL berseting GI ditinjau dari prestasi belajar, kemampuan berpikir kreatif, dan toleransi siswa SMP. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non-equivalent comparison-group design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Sleman Yogyakarta yang terdiri atas tujuh kelas, yang dua kelas sebagai sampel acak. Untuk menguji keefektifan pembelajaran, digunakan uji one sample t-test. Selanjutnya, untuk membandingkan keefektifan pembelajaran, data dianalisis secara multivariat menggunakan uji T2 Hotteling’s. Hasil penelitian menunjukkan bahwa pembelajaran matematika menggunakan PBL berseting TGT dan PBL berseting GI efektif ditinjau dari prestasi belajar siswa, kemampuan berpikir kreatif, dan toleransi siswa, dan tidak ada perbedaan antara keduanya.Kata Kunci: pendekatan PBL berseting TGT, pendekatan PBL berseting GI, prestasi belajar, kemampuan berpikir kreatif, toleransi siswa THE COMPARISON OF THE EFFECTIVENESS OF TGT-SET AND GI-SET PBL IN TERMS OF MATHEMATICS LEARNING ACHIEVEMENT, CREATIVE THINKING ABILITY AND TOLERANCE AbstractThis research aimed to describe the effectiveness of teaching mathematics by using the Problem Based Learning (PBL) setting Team Group Tournament (TGT) and PBL with Group Investigation (GI), and as well as compare the effectiveness of PBL setting TGT and PBL setting GI in terms of mathematics learning achievement, creative thinking ability, and tolerance of junior high school students. This research was a quasi-experimental research with pretest-posttest non-equivalent comparison-group design. The research population includes all students of 8th grade SMPN 1 Sleman Yogyakarta which consists of seven classes. From the population, two classes were randomly selected as the research sample. To test the effectiveness, one sample t-test was used. Furthermore, to compare the effectiveness of teaching, the data were analyzed using a multivariate test of the T2 Hotteling’s. The results showed that the teaching process of mathematics using the TGT-set and GI-set PBL is effective in terms of mathematics learning achievement, creative thinking ability, and tolerance of junior high school students and there is no difference between the two.Keywords: TGT-set PBL, GI-set PBL, mathematics learning achievement, creative thingking ability, tolerance of students

scholarly journals PERBANDINGAN KEEFEKTIFAN ANTARA PROBLEM-BASED LEARNING SETTING NUMBERED HEAD TOGETHER DAN SETTING JIGSAW

2015 ◽  
Vol 2 (1) ◽  
pp. 63 ◽  
Author(s):  
Miftakhus Sholikhah ◽  
Hartono Hartono
Keyword(s):  
Critical Thinking ◽  
Math Achievement ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Achievement ◽  
Group Design ◽  
Multiple Group ◽  
And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan problem-based learning dengan setting model pembelajaran kooperatif tipe Numbered Head Together (PBL-NHT) dan problem-based learning dengan setting model pembelajaran kooperatif tipe jigsaw; dan (2) pembelajaran yang lebih efektif antara PBL-NHT dan PBL-Jigsaw ditinjau dari prestasi belajar matematika, kemampuan berpikir kritis, dan disposisi matematis siswa kelas X SMA. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen), yang menggunakan rancangan pretest-postest non-equivalen multiple-group design. Instrumen yang digunakan adalah tes prestasi belajar matematika, tes kemampuan berpikir kritis, dan angket disposisi matematis. Data dianalisis menggunakan uji multivariat (MANOVA) dan independent sample t-test. Hasil penelitian menunjukkan bahwa kedua model pembelajaran ini efektif ditinjau dari kemampuan berpikir kritis dan disposisi matematis, tetapi tidak efektif ditinjau dari prestasi belajar matematika. PBL-Jigsaw lebih efektif dibandingkan PBL-NHT ditinjau dari disposisi matematis, tetapi tidak berbeda jika ditinjau dari kemampuan berpikir kritis matematis dan prestasi belajar matematika. Kata Kunci: problem-based learning, numbered head together, jigsaw, prestasi belajar matematika, kemampuan berpikir kritis, disposisi matematis   THE COMPARISON OF THE EFFECTIVENESS OF PROBLEM-BASED LEARNING OF NUMBERED HEAD TOGETHER AND THAT OF THE JIGSAW Abstract This study aims to describe: (1) the effectiveness of problem-based learning of the numbered head together (PBL-NHT) type and that of jigsaw (PBL-Jigsaw) type, and (2) the more effective teaching between PBL-NHT and PBL-Jigsaw in terms of learning achievement, critical thinking skills, and mathematics dispositions of class X students. This study was a quasi-experiment using a pretest-posttest with the non-equivalent multiple-group design. The instruments used were a math achievement test, critical thinking test, and mathematics disposition questionnaire. The data were analyzed using the multivariate (MANOVA) and independent sample t test. The results of this study show both the models are effective in terms of critical thinking skills and mathematics dispositions, but they are not effective in their learning achievement. The PBL-Jigsaw is more effective than PBL-NHT in mathematics dispositions, but does not differ in terms of the critical thinking skills and learning achievement. Keywords: problem-based learning, numbered head together, jigsaw, learning achievement, critical thinking skills, mathematics dispositions

scholarly journals Evaluasi Kemampuan Komunikasi Matematis Siswa SMP Pada Materi Sistem Persamaan Linear Dua Variabel

2018 ◽  
Vol 1 (1) ◽  
pp. 55 ◽  
Author(s):  
Andriana Siwi Purwandari ◽  
Meilani Dwi Astuti ◽  
Anik Yuliani
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Learning ◽  
Linear Equations ◽  
Equation System ◽  
Material System ◽  
School Students ◽  
Mathematical Communication ◽  
Real Objects ◽  
Communication Ability

The ability of mathematical communication is contained in the curriculum and objectives of mathematics learning. Through mathematical communication is expected to improve students abilities of mathematical concepts. The purpose of this study is to determine the level of mathematical communication ability of junior high school students on the material system of two linear equations. This research is a descriptive research with qualitative approach. The study time was held in the even semester of the academic year 2017/2018. The subjects of the study were students of SMP class VIII in Cimahi city as many as 33 students. Data collection methods used are test methods, observation and documentation. Based on the results of data analysis showed the students mathematical communication ability of SMP on linear equation system two variables were obtained: (1) students ability in reflecting real objects, drawings and diagrams into mathematics idea with percentage of 81,08%; (2) students ability to explain ideas, situations and mathematical relations both orally and in writing using real objects, images, graphs and algebraic expressions with percentage of 33,33%; (3) the ability of students to declare daily events in language or mathematical symbols or to construct an event mathematical model of 18.18%; (4) students ability in explaining and making math questions studied for 7.58% and (5) students ability in making conjectures, formulating arguments, formulating definitions and generalizations of 7.58%.

scholarly journals The Effect of Mathematics Realistic Education Aided by Mathematics Software towards the Process of Solving Mathematical Communication Problems of Junior High School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 1445-1455
Author(s):  
Marwan Marpaung ◽  
Ani Minarni ◽  
Togi Panjaitan
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematical Knowledge ◽  
Mathematics Learning ◽  
Mathematical Communication ◽  
Communication Problems ◽  
Learning Factor ◽  
Completion Process ◽  
Communication Ability ◽  
Mathematics Software

One factor that has a big influence on mathematics learning outcomes and how students provide solutions to mathematical problems, among others, is the learning factor as well as initial mathematical knowledge (IMK). So, the objectives of the research are to find out: (1) the influence of the Realistic Mathematics Education (RME) Approach aided by Microsoft Mathematics software on students' mathematical communication ability (MCA), (2) an interaction between IMK and RME approach to mathematical communication ability, (3) the students' completion process in solving mathematical communication problems. The third objective is very important because it can reveal whether horizontal and vertical mathematization as the ideas of RME benefit the students. The results of the research show that: (1) there is a significant effect of the RME Approach aided by  Mathematics software on students' mathematical communication ability, (2) there is no significant interaction between the initial mathematical knowledge and the learning approach to students' mathematical communication ability, (3) the students' completion process in solving  mathematical communication problems attain the "good" category.

scholarly journals Kemampuan representasi dan komunikasi matematis peserta didik SMA ditinjau dari prestasi belajar dan gaya kognitif

2016 ◽  
Vol 11 (2) ◽  
pp. 193
Author(s):  
Ranisa Junita
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Mathematical Representation ◽  
Mathematical Communication ◽  
Learning Achievement ◽  
Ex Post ◽  
Field Independent ◽  
Field Dependent ◽  
Ex Post Facto ◽  
Communication Ability

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan kemampuan representasi dan komunikasi matematis ditinjau dari prestasi belajar dan gaya kognitif. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain ex post facto. Data dianalisis menggunakan uji multivariat Hotelling’s Trace (T2) dan uji univariat t-Bonferroni. Hasil penelitian menunjukkan tidak terdapat interaksi prestasi belajar dan gaya kognitif yang membedakan representasi dan komunikasi matematis. Peserta didik field independent lebih baik dalam kemampuan representasi dan komunikasi matematis dibandingkan peserta didik field dependent, dan tingkat prestasi belajar membedakan kemampuan representasi dan komunikasi matematis.Kata kunci: representasi matematis, komunikasi matematis, prestasi belajar, dan gaya kognitif Mathematical representation and communication ability of senior high school students in terms of learning achievement and cognitive style AbstractThis study aims to describe mathematical and compare mathematical representation and communication ability in terms of learning achievement and cognitive style. Type of this study is used quasi eksperimen by ex post facto design. Data were analyzed using multivariate Hotteling’s Trace (T2) and univariate t-Bonfferoni. The result of this study that there isn’t interaction between learning achievement and cognitive style in different mathematical representation and communication ability. Students with field independent cognitive style have better mathematical representation ability and mathematical communication ability than students with field dependent cognitive style. The level of learning achievement different mathematical representation and communication ability.Keywords: mathematical representation, mathematical communication, learning achievement, and cognitive style

scholarly journals Keefektifan pendekatan problem posing dan problem solving dalam pembelajaran kalkulus II

2016 ◽  
Vol 3 (2) ◽  
pp. 234
Author(s):  
Markus Palobo
Keyword(s):  
Experimental Study ◽  
Problem Solving ◽  
Comparison Group ◽  
T Test ◽  
Problem Posing ◽  
Learning Achievement ◽  
Group Design ◽  
Quasi Experimental ◽  
The One ◽  
Approach Problem

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem posing dan problem solving serta membandingkan keefektifan pendekatan problem posing dengan problem solving ditinjau dari sikap mahasiswa terhadap Kalkulus dan prestasi belajar. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non equivalent comparison group design. Populasi pada penelitian ini adalah mahasiswa Universitas Musamus Merauke. Sampel penelitian adalah mahasiswa Jurusan Pendidikan Matematika semester II yang dibagi dalam dua kelompok. Pengujian keefektifan pendekatan problem posing dan problem solving menggunakan uji one sample t-test dan untuk mengetahui pendekatan mana yang lebih efektif menggunakan uji independent sample t-test. Hasil penelitian menunjukkan bahwa (1) pendekatan problem posing efektif ditinjau dari sikap terhadap Kalkulus dan prestasi belajar; (2) pendekatan problem solving efektif ditinjau dari prestasi belajar; dan (3) pendekatan problem posing lebih efektif dari pada pendekatan problem solving ditinjau dari sikap mahasiswa terhadap Kalkulus.Kata Kunci: pendekatan problem posing, pendekatan problem solving, sikap terhadap kalkulus, prestasi belajar The effectiveness of problem posing and problem solving approach in calculus II learning AbstractThis study aimed to describe the effectiveness of problem posing and problem solving approach, and to compare the effectiveness between problem posing and problem solving approach in terms of attitude toward Calculus and learning achievement. This study was a quasi-experimental study using the pretest-posttest non-equivalent comparison group design. The population of this study were student of Musamus University. The sample in this study were 2nd semester students of mathematics educations departement who were divided into two groups. To assess the effectiveness of the problem posing and problem solving approach, the one sample t-test was carried out and to determine the more effective approach, independent sample t-test was used. The results of this study show that (1) the problem posing approach was effective in terms of attitude towards Calculus and learning achievement; (2) problem solving approach was effective in terms of learning achievement; and (3) problem posing approach was more effective than problem solving approach in terms of students attitude toward calculus.Keywords: problem posing approach, problem solving approach, attitude toward Calculus, leraning achievement

scholarly journals KEEFEKTIFAN EXPERIENTIAL LEARNING PEMBELAJARAN MATEMATIKA MTs MATERI BANGUN RUANG SISI DATAR

2015 ◽  
Vol 2 (2) ◽  
pp. 175 ◽  
Author(s):  
Dyahsih Alin Sholihah ◽  
Ali Mahmudi
Keyword(s):  
Experiential Learning ◽  
Subject Matter ◽  
Comparison Group ◽  
Mathematics Learning ◽  
Learning Model ◽  
Group Design ◽  
Flat Side ◽  
Research Population ◽  
Quasi Experimental ◽  
And Mathematics

Penelitian ini bertujuan untuk menentukan keefektifan penerapan model experiential learning dan menentukan mana yang lebih efektif antara model experiential learning dan pembelajaran konvensionalpada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi dan sampelnya adalah siswa Kelas VIII MTs Negeri Sidoharjo dan siswa Kelas VIIIA dan VIIIB. Untuk menguji keefektifan pembelajaran metamatika dengan model experiential learning dan konvensional digunakan analisis dengan uji proporsi. Untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan model experiential learning dan konvensional, data dianalisis dengan menggunakan uji T2 Hotelling’s, dan uji t dengan kriteria Bonferroni untuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model experiential learning lebih efektif dari pembelajaran konvensional pada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Kata Kunci: model experiential learning, konvensional, prestasi belajar, dan apresiasi matematika.   THE EFFECTIVENESS OF EXPERIENTIAL LEARNING IN MATHEMATICS LEARNING  IN SUBJECT MATTER OF FLAT SIDE CONSTRUCT Abstract This study aims to determine the effectiveness of the experiential learning model and to determine which one is more effective between the experiential learning model and the conventional one in mathematics learning in subject matter of flat side construct viewed from the learning achieve-ment and students’ appreciationof mathematics. This study was a quasi-experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year VIII students, consisting of 4 classes of MTs Negeri Sidoharjo. From the population, two classes, Class VIIIA and Class VIIIB, were selected randomly as the research sample. To test the effectiveness of the mathematics learning through the experiential learning model and conventional learning, the proportion test was carried out. Then to compare the effectiveness of the two models, the data were analyzed using T2 Hotelling’s test, and the t-test to find out which of the two models was more effective. The results of the study show that the experiential learning model is more effective than the conventional in mathematics learning in subject matter of flat side construct viewed from the learning achievement and students’ appreciationof mathematics. Keywords: experiential learning model, conventional, learning achivement, and mathematics appreciation.

scholarly journals Keefektifan PBL seting kolaboratif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa

2018 ◽  
Vol 5 (2) ◽  
pp. 190-200
Author(s):  
Tety Dwi Setyaningsih ◽  
Agus Maman Abadi
Keyword(s):  
Critical Thinking ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Comparison Group ◽  
T Test ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan mana yang lebih efektif antara PBL setting kolaboratif kelompok dan berpasangan ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Kalasan yang terdiri dari empat kelas. Kelas VII C dan VII D ditentukan sebagai sampel secara acak. Dari kedua kelas tersebut diberi instrumen pretest dan postest tentang prestasi belajar aljabar, kemampuan berpikir kritis dan angket kecemasan siswa. Untuk menguji keefektifan pembelajaran digunakan uji one sample t-test. Untuk menguji perbedaan keefektifan digunakan uji MANOVA dan untuk mengetahui pembelajaran mana yang lebih efektif digunakan uji independent sample t-test. Hasil penelitian menunjukkan: (1) PBL seting kolaboratif kelompok maupun berpasangan masing-masing efektif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa, (2) PBL seting kolaboratif kelompok lebih efektif dibandingkan PBL seting kolaboratif berpasangan ditinjau dari prestasi belajar aljabar, namun tidak terdapat perbedaan keefektifan ditinjau dari kemampuan berpikir kritis dan kecemasan siswa. The effectiveness of PBL with collaborative setting in terms of algebraic achievement, critical thinking ability, and math anxiety AbstractThis study aimed to describe which was more effective between PBL with grouped collaborative setting or paired collaborative setting in terms of the algebraic achievement, critical thinking ability, and mathematics anxiety. This research was quasi-experimental with the pretest-posttest nonequivalent comparison-group design. The research population included all 7th grade students of SMP Negeri 3 Kalasan which consisted of four classes. Two classes were randomly established as the sample. Before and after the treatment, these two classes were given a pretest and posttest of algebraic achievements, critical thinking ability, and and questionnaire of math anxiety. To test the effectiveness of this study, the researcher used one sample t-test; to examine differences in the effectiveness, the researcher used MANOVA; to determine which learning model was more effective, the researcher used the independent sample t-test. The results of this study show that: (1) the PBL with grouped and paired collaborative setting were effective in terms of the algebraic achievements, critical thinking ability, and mathematics anxiety, (2) the PBL with grouped collaborative setting was more effective than that using the PBL with paired collaborative setting in terms of algebraic achievement, but no difference in the effectiveness in terms of critical thinking ability and math anxiety

scholarly journals PENGARUH MODEL PERMAINAN FINDING MY SECRET WORD TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Laila Farhanah ◽  
Fatkhul Arifin
Keyword(s):  
Research Method ◽  
T Test ◽  
Mathematical Communication ◽  
Class V ◽  
Group Design ◽  
Average Value ◽  
Communication Ability ◽  
Academic Year ◽  
Quasi Experiment

The purpose of this study was to determine the effect of using the game finding my secret word on stdents mathematical communication ability. This research was conducted at SD Negeri Jampang 03 class V in the academic year 2019/2020. The research method used was quasi experiment with The Nonequivalent Posttest-Only Group Design. Sample this study amounted to 58 students consisting of 29 experimental class students and 29 control class students. The instrument used in this study was a matter of essay. The data obtained were analyzed by Independent Sample t-Test which produced Sig. (2-tailed) of 0.005 < 0.05, then H0 is rejected and H1 is accepted. This shows that the average value of students mathematical communication ability taught using the game finding my secret word is higher than the average value of students mathematical communication ability taught by conventional learning. Thus, the use of the game finding my secret word has a significant affects on student mathematical communication ability. 

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