scholarly journals PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TPS DENGAN TIPE NHT SMP NEGERI 2 HINAI

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Ariati Dara Anindita ◽  
Humuntal . Banjarnahor
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Mathematical Communication ◽  
Model Type ◽  
Class 1 ◽  
Post Test ◽  
Quasi Experimental ◽  
Class Viii ◽  
Communication Ability

ABSTRAKPenelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe TPS dengan kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe NHT, dan untuk mengetahui apakah kemampuan komunikasi matematis siswa dengan  pembelajaran kooperatif tipe TPS lebih tinggi daripada tipe NHT SMP Negeri 2 Hinai. Penelitian ini merupakan penelitian quasi experimental dengan populasi seluruh siswa SMP Negeri 2 Hinai kelas VIII, sebagai sampel diambil dua kelas secara acak yaitu siswa kelas VIII-A yang berjumlah 34 siswa sebagai kelas eksperimen 1 dan siswa kelas VIII-D yang berjumlah 34 siswa sebagai kelas eksperimen 2. Kelas eksperimen 1 diberikan pembelajaran matematika dengan model pembelajaran kooperatif tipe TPS dan kelas eksperimen 2 dengan model pembelajaran kooperatif tipe NHT. Penelitian ini menggunakan satu jenis instrument yaitu  post-test only yang telah divalidasi dalam bentuk uraian. Hasil penelitian menunjukkan bahwa rata-rata nilai kemampuan komunikasi matematis  (post-test) siswa di kelas eksperimen 1 sebesar 67,01 dan nilai rata-rata tes kemampuan komunikasi matematis (post-test) siswa di kelas eksperimen 2 sebesar 60,54. Untuk uji hipotesis digunakan uji t pihak kanan , dari hasil perhitungan diperoleh  thitung = 1,913 dan ttabel = 1,669, sehingga thitung > ttabel yaitu 1,913 > 1,669 maka yang berarti bahwa H0 ditolak dan Ha diterima. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe TPS lebih tinggi daripada kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe NHT SMP Negeri 2 Hinai.Kata Kunci: eksperimen semu, Think Pair Share , Numbered Head Together  ABSTRACTThis research to determine students 'mathematical communication ability using cooperative learning model of TPS type with students' mathematical communication ability using NHT type cooperative learning model, and to know whether the mathematical communication ability of students with cooperative learning type of TPS is higher than NHT type SMP Negeri 2 Hinai. This research is a quasi experimental research with population of all students of SMPN 2 Hinai Class VIII, as sample taken by two classes randomly that is student of class VIII-A which amounted to 34 students as experiment class 1 and student of class VIII-D Amounted to 34 students as experiment class 2. Experiment class 1 was given mathematics learning with cooperative type model of TPS type and experiment class 2 with cooperative learning model type NHT. This study uses one type of instrument that is post-test only that has been validated in the form of a description. The results showed that the average score of mathematical communication ability (post-test) of students in experiment class 1 was 67.01 and the mean score of students' mathematical communication ability (post-test) in experimental class 2 was 60,54. To test the hypothesis used t right side test, from the calculation result obtained tcount = 1.913 and ttable = 1.669, so tcount> ttable is 1.913> 1.669 then that means that H0 rejected and Ha accepted. Based on the results of this study can be concluded that the mathematical communication skills of students using cooperative learning model of TPS type higher than students' mathematical communication skills using cooperative learning model type NHT SMP Negeri 2 Hinai.Keywords: Quasi Experiments,Think Pair Share, Numbered Head Together 

scholarly journals PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DAN PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DI KELAS VIII SMP N 27 MEDAN

2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Rizka . Aulia ◽  
Waminton . Rajagukguk
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Cluster Sampling ◽  
Mathematical Communication ◽  
Model Type ◽  
Average Value ◽  
Class 1 ◽  
Class Viii ◽  
Learning Types

AbstrakPenelitian ini bertujuan untuk melihat bahwa kemampuan komunikasi matematis siswa pada pembelajaran kooperatif tipe TPS berbeda dengan pembelajaran kooperatif tipe TSTS di kelas VIII SMP Negeri 27 Medan. Jenis penelitian ini adalah kuasi-eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII semester genap yang terdiri dari 9 kelas dengan jumlah keseluruhan siswa 362 orang. Pengambilan sampel dilakukan dengan cara cluster sampling dengan mengambil 2 kelas dari 9 kelas secara acak, maka terpilih kelas VIII-7 sebagai kelas eksperimen 1 yang berjumlah 40 orang dan kelas VIII-8 sebagai kelas eksperimen 2 yang berjumlah 40 orang. Penelitian ini menggunakan instrumen dalam bentuk uraian yaitu posttest yang digunakan untuk mengetahui kemampuan komunikasi matematis siswa. Instrumen tes tersebut telah divalidasi oleh tiga orang validator kompeten yaitu dua validator merupakan dosen pendidikan matematika dan satu validator merupakan guru matematika dan telah dinyatakan valid. Dari hasil penelitian setelah diberikan perlakuan yang berbeda yaitu kelas eksperimen 1 dengan model pembelajaran kooperatif tipe TPS dan kelas eksperimen 2 dengan model pembelajaran kooperatif tipe TSTS diperoleh nilai rata-rata kelas eksperimen 1 sebesar 72,5000 dan nilai rata-rata kelas eksperimen 2 sebesar 63,9060. Hasil uji t dua pihak dengan dk = 78 dan  = 0,05, diperoleh thitung = 1,7489 dan ttabel = 1,667 sehingga thitung tidak berada dalam interval –ttabel<thitung<ttabel maka Ha diterima, dengan demikian diperoleh kesimpulan bahwa kemampuan komunikasi matematis siswa pada pembelajaran kooperatif tipe Think Pair Share (TPS) berbeda dengan pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) di kelas VIII SMP Negeri 27 Medan.Kata kunci: Model pembelajaran kooperatif tipe Think Pair Share (TPS), Model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS), kemampuan komunikasi matematisAbstrak This research aims to see that the mathematical communication skills of students incooperative learning types Think pair share (TPS) different cooperative learning with types Two Stay Two Stray (TSTS) in class VIII SMP Negeri Medan 27. This type of research is quasi-experiments. The population in this research is all students of SMP Negeri 27 Medan consist of 9 class with the number of overall students 362 people. Sampling is done by means of cluster sampling taking 2 classes from grade 9 at random, then elected to class VIII-7 as a class experiment 1 of 40 people and class VIII-8 experiments as a class 2 that add up to 40 people. This research uses the instrument in the form of exposé i.e. posttest are used to figure out the mathematical communication skills of students. The test instrument has been validated by three competent two validator the validator is a Professor of mathematics education and a validator is a mathematics teacher and has been declared invalid. From the results of the study after being given different treatment experimental class 1 with cooperative learning model type TPS and experimental class 2 with cooperative learning model type TSTS obtained average value of experimental class 1 for 72.5000 and the average value of experimental class 2 of 63.9060. T test result two parties with dk = 78 and =0,05 , retrieved thitung = 1.7489 and ttabel = 1.667 so that thitung are not in interval – ttabel< thitung < ttabel and then Ha received, thus obtained the conclusion that mathematical communication skills of students in cooperative learning types Think Pair Share (TPS) cooperative learning with different types of Two Stay Two Stray (TSTS) in class VIII SMP Negeri Medan 27.Keywords: Cooperative learning model types Think Pair Share (TPS), cooperative learning Model types of Two Stay Two Stray (TSTS), communication skills matematis

scholarly journals APPLICATION OF COOPERATIVE LEARNING MODEL TYPE THINK PAIR SHARE (TPS) ON MATHEMATICAL COMMUNICATION ABILITY

2019 ◽  
Vol 7 (1) ◽  
pp. 59 ◽  
Author(s):  
Andi Mulawakkan Firdaus
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Mathematical Problems ◽  
Communication Ability

This research is a quasi-experimental study which aims to describe the effect of cooperative learning type Think Pair Share (TPS) on students' mathematical communication skills, and to find out the percentage of students' activeness in participating in learning and knowing students' positive responses to learning. The output that will be generated in this study is that students can be more active in the learning process, more active in solving mathematical problems, and can be more confident in expressing their answers in public so that after applying cooperative learning models the Think Pair Share (TPS) mathematical communication skills of students will be better. The research subjects were divided into 2 groups, namely the experimental group taught using the cooperative learning model Think Pair Share (TPS) type, and the control group taught using Conventional learning models. Each group is taught with the same frequency of meetings with the same material. The results of the study show that the application of the cooperative learning model Think Pair Share (TPS) influences students' mathematical communication skills

scholarly journals The Influence of the Inside Outside Circle Cooperative Learning Model on Students' Mathematical Communication Ability

2021 ◽  
Vol 3 (3) ◽  
pp. 177
Author(s):  
Kamai Sarah ◽  
Mursalin Mursalin ◽  
Muliana Muliana ◽  
Nuraina Nuraina ◽  
Rohantizani Rohantizani
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Hypothesis Test ◽  
Learning Model ◽  
Control Group ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Ability Test ◽  
Class Viii ◽  
Communication Ability

Students' mathematical communication is stated to be low because students learn by listening and seeing the teacher solve mathematical problems and students have difficulty in expressing everyday events in mathematical models. This study aims to determine whether there is an influence of the Inside Outside Circle (IOC) type of cooperative learning model on students' mathematical communication skills better than using scientific learning. This study uses a quantitative approach with the type of research Quasi-Experimental Design and the design of this research The Nonequivalent Postets-Only Control Group Design. The population in this study were all students of class VIII SMP Negeri 1 Nisam, while the samples were class VIIIB as the experimental class and class VIII-A as the control class with the sampling technique of purposive sampling. The data collection technique in this study used a mathematical communication ability test. The data analysis was carried out for the mathematical communication ability test using the t-test because the data were normally distributed and homogeneous, the data were processed using SPSS 18 software and the hypothesis test results were obtained with a significant value of 0.000 less than 0.05, which means reject H0 and accept Ha. The results showed that there was an effect of the Inside-Outside Circle (IOC) type of cooperative learning model on students' mathematical communication skills.

scholarly journals PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOPERATIF

2017 ◽  
Vol 3 (1) ◽  
pp. 14-21
Author(s):  
Fitriani Fitriani ◽  
Wiwik Novitasari
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Teaching Strategy ◽  
Learning Model ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Before And After ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Improving Student Achievement

Communication skills focus on the importance of speaking, writing, describing and explaining mathematical concepts. In achieving that success is by using cooperative learning model. This model is an effective teaching strategy in improving student achievement and socialization while contributed to their changing of attitudes and perceptions of the importance of learning and cooperation, including for their understanding of their peers from different ethnic backgrounds. This research was conducted at SD IT Faza Azkia Kelurahan Hutaraja, South Tapanuli Regency, North Sumatera Province. This research uses quasi experimental research method. This study aims to describe how to improve students 'mathematical communication skills before and after using cooperative learning model, and also to know the effectiveness of using cooperative learning model in improving students' mathematical communication ability. Based on the results of the study concluded there is an increase in the mathematical communication skills of students before and after using cooperative learning model. And the cooperative learning model is effective for teaching count number operations. This is shown by: the effectiveness of student learning activities, the ability of teachers in managing learning is effective, students 'responses to learning is positive and mastery of students' mathematical communication skills reach 100%.

scholarly journals Perbandingan Kemampuan Komunikasi Matematis Siswa yang Diajar Menggunakan Model Pembelajaran Kooperatif Tipe Think Talk Write dan Tipe Two Stay Two Stray di Kelas VII SMP Negeri 22 Medan

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Marojahan Panjaitan ◽  
Regen Rafael Alviandi
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Hypothesis Test ◽  
Learning Model ◽  
Homogeneity Test ◽  
Mathematical Communication ◽  
Class Viii ◽  
Communication Ability ◽  
Essay Test ◽  
Better Than

ABSTRAK Penelitian ini bertujuan Untuk mengetahui apakah kemampuan komunikasi matematis siswa yang diajar dengan menggunakan model pembelajaran kooperatif tipe TTW lebih baik dari kemampuan komunikasi matematis siswa yang diajar dengan menggunakan model pembelajaran kooperatif tipe TSTS.  Sampel dalam penelitian ini adalah siswa kelas VIII-4 dan kelas VIII-2 dengan banyak masing-masing siswa ada kelas yang diteliti 40 orang. Kelas VIII-4 diberi model pembelajaran TTW dan kelas VIII-2 diberi model pembelajaran TSTS. Instrumen dalam penelitian ini berupa soal pre-tes dan post-tes yang bentuknya sama. Tes ini berbentuk essay test yang banyaknya 8 soal, sebelum tes kemampuan komunikasi diberikan kepada sampel terlebih dahulu tes divalidasi oleh validator. Jenis penelitian ini adalah eksperimen semu. Teknik analisis data yang digunakan adalah uji normalitas, uji homogenitas dan uji hipotesis. Hasil pretest dan postest di kelas VIII-4 secara berurutan adalah 54,60 dan 77,89. Hasil pretest dan posttest di kelas VIII-2 secara berurutan adalah 53,67 dan 71,32. Hasil pretest diuji t dua pihak dan didapat hasilnya bahwa kemampuan awal kedua kelas tersebut sama. Hasil ketuntasan kelas yang diberi model pembelajaran TTW adalah tuntas sedangkan   kelas yang diberi model pembelajaran TSTS tidak tuntas, hal ini ditunjukkan dari presentase ketuntasan kelas yang diberi TTW sebesar 85% sedangkan presentase ketuntasan kelas yang diberi TSTS hanya sebesar 55%. Pada uji hipotesis yang menggunakan uji t dengan menggunakan hasil dan postest di kedua kelas diperoleh 2,438 dan  =1,667. Karena , sehingga  ditolak dan  diterima sehingga diperoleh kesimpulan bahwa kemampuan komunikasi matematis siswa yang diajar dengan menggunakan model pembelajaran kooperatif tipe TTW lebih baik dari kemampuan komunikasi matematis siswa yang diajar dengan menggunakan model pembelajaran kooperatif tipe TSTS..Kata Kunci : eksperimen semu, Think Talk Write, Two Stay Two Stray ABSTRACTThis research aims to determine whether the mathematical communication skills of students who are taught using cooperative learning model TTW type better than the mathematical communication skills of students who were taught by using cooperative learning model TSTS type in SMP Negeri 22 Medan.  The sample in this study Is a student of class VIII-4 and class VIII-2 with many of each students there is a class which researched 40 people. Class VIII-4 was given a TTW learning model and class VIII-2 was given a TSTS learning model. Instrument in this research is a matter of pre-test and post-test that same shape. This test is essay test that the number of 8 questions, before the test of communication ability is given to the sample test first validated by the validator. This type of research is a pseudo experiment. Data analysis technique used is normality test, homogeneity test and hypothesis test. The pretest and posttest results in Grade VIII-4 sequentially are 54.60 and 77.89. The results of pretest and posttest in class VIII-2 sequentially are 53.67 and 71.32. The pretest result is tested by two parties and the result is that the initial ability of the two classes is the same. The result of class completeness given by model of TTW learning is complete while class which given by model of TSTS learning is not complete, it is shown from percentage of completeness of class given TTW equal to 85% whereas percentage of completeness of class given TSTS only equal to 55%. In hypothesis test using t test by using result and postest in both classes obtained 2,438 and   =1,667. Because , so  rejected and accepted so that obtained by conclusion that mathematical communication ability of student who taught by using cooperative learning model of TTW type better than mathematical communication ability of student taught by using cooperative learning model TSTS type in SMP Negeri 22 Medan.Keywords : Quasi Experiments, Think Talk Write, Two Stay Two Stray 

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GALLERY WALK TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP NEGERI 8 PADANGSIDIMPUAN

2021 ◽  
Vol 4 (3) ◽  
pp. 1-5
Author(s):  
Adek Nilasari Harahap
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Average Score ◽  
Learning Models ◽  
Mathematical Communication ◽  
Ability Test ◽  
Student Responses ◽  
Communication Ability

This study aims to determine (1) the mathematical communication ability of students taught by the gallery walk type cooperative learning model is higher than the mathematical communication skills of students taught by conventional learning models (2) student responses through the application of the gallery walk type cooperative learning model to communication skills. mathematics students of SMP Negeri 8 Padangsidimpuan. The research method used is quasi-experimental. The population of this study were all seventh grade students of SMP Negeri 8 Padangsidimpuan. Sampling using simple random sampling. The sample is class VII-2 as the experimental class and class VII-1 as the control class. Data collection using a mathematical communication ability test sheet.The results showed (1) t_(count )= 3.56 and t_(table )= 1.67 or) t_(count ) > t_(table ) so that it can be concluded that students' mathematical communication skills are taught by cooperative learning model type gallery walk is higher than the mathematical communication ability of students who are taught by conventional learning models. (2) Based on the results of student responses, an average score of 3.55 was obtained so that it can be concluded that student responses through the application of the gallery walk type cooperative learning model to the mathematical communication skills of SMP Negeri 8 Padangsidimpuan students were very positive.

KEMAMPUAN PENALARAN MATEMATIS SISWA DENGAN MODEL PEMBELAJARAN DISCOVERY LEARNING DAN KOOPERATIF TIPE JIGSAW

2021 ◽  
Vol 8 (3) ◽  
pp. 21-27
Author(s):  
Lasmi Lasmi ◽  
Masri Masri
Keyword(s):  
Cooperative Learning ◽  
Mathematical Reasoning ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Reasoning Abilities ◽  
Class 1 ◽  
Post Test ◽  
Quasi Experimental

AbstrakTujuan penelitian ini adalah mengetahui perbedaan kemampuan penalaran matematis siswa antara model discovery learning dan jigsaw. Jenis penelitian adalah eksperimen semu. Tempat penelitian diaksanakan di SMP Negeri 18 Kota Bengkulu. Populasi pada penelitian seluruh siswa kelas VII. Sampel penelitian dipilih secara acak sederhana yaitu kelas VII.1 sebagai kelas eksperimen 1, pembelajaran dengan menggunakan model discovery learning, kelas VII.5 sebagai kelas eksperimen 2, pembelajaran dengan menggunakan model kooperatif tipe jigsaw, dan kelas VII.3 sebagai kelas kontrol, pembelajaran dengan menggunakan model pembelajaran konvensional. Hasil penelitian ini menunjukan bahwa kelas eksperimen 1 memperoleh nilai rata-rata tes akhir (post-test) kemampuan penalaran matematis siswa yaitu 12,13, nilai rata-rata eksperimen 2 yaitu 11,45, dan nilai rata-rata kelas kontrol yaitu 9,26. Berdasarkan hasil analisis uji anava satu jalur, dengan signifikan 0,05 diperoleh 𝐹ℎ𝑖𝑡𝑢𝑛𝑔 = 𝐹𝑡𝑎𝑏𝑒𝑙 = 0,34, maka H0 ditolak. Artinya ada perbedaan signifikan rata-rata kemampuan penalaran matematis siswa pada kelas eksperimen 1, kelas eksperimen 2, dan kelas kontrol. Berdasarkan uji beda nyata (BNT) menunjukan bahwa pembelajaran yang memberikan hasil penalaran matematis yang berbeda adalah model pembelajaran discovery learning dengan konvensional, dan model kooperatif tipe jigsaw dengan konvensional. Sedangkan pembelajaran dengan model discovery learning dan model kooperatif tipe jigsaw tidak memberikan hasil kemampuan penalaran matematis siswa yang berbeda. Model discovery learning dan model kooperatif tipe jigsaw memberikan hasil lebih baik bila dibandingkan dengan model konvensional.Kata kunci: kemampuan penalaran matematis, model discovery learning, model Jigsaw AbstractThe purpose of this study was to determine students' mathematical reasoning abilities with discovery learning models and jigsaw type cooperative learning models. This type of research is quasi-experimental research. The population in this study were all students of class VII SMP Negeri 18 Bengkulu City in the   academic year 2019/2020. The sample of this study was selected by simple random sampling, namely class VII.1 as experimental class 1 using the discovery learning models, class VII.5 as experimental class 2 using the jigsaw type cooperative learning models, and class VII.3 as control class using conventional learning models. Data were collected by means of tests of students' mathematical reasoning abilities. Based on the results of the one-way ANOVA test, there are significant differences in students' mathematical reasoning abilities in the experimental class 1, experiment class 2 and the control class. The results          of the real difference test (BNT) show that learning that gives different results is the discovery learning models with conventional learning models, and the jigsaw type cooperative learning model with conventional learning models. Meanwhile, learning with discovery learning models and jigsaw type cooperative learning models does not give different results for students' mathematical reasoning abilities. Discovery learning models and jigsaw type cooperative learning models give better results when compared to conventional learning.Keywords: mathematical   reasoning   ability,   discovery   learning   model,   Jigsaw   model

scholarly journals The Implementation of Advance Organizer Model on Mathematical Communication Skills in terms of Learning Motivation

2018 ◽  
Vol 3 (1) ◽  
pp. 41 ◽  
Author(s):  
Fredi Ganda Putra ◽  
Santi Widyawati ◽  
Ardian Asyhari ◽  
Rizki Wahyu Yunian Putra
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Learning Model ◽  
Learning Motivation ◽  
Advance Organizer ◽  
Learning Models ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Advanced Organizer

Students’ low mathematical communication skill is influenced by several factors such as learning models applied by teachers in the classroom and the students’ learning motivation. Advanced organizer Model is appropriate to improve the students’ low ability. This study aims to determine whether: (1) there is an influence of advance organizer model toward the mathematical communication skill; (2) there is an influence of learning motivation toward the students’ mathematical communication skill, and; (3) there is an interaction between learning model and motivation toward mathematical communication skill. This research employs quasi-experimental design and the statistical analysis used is the two-ways variance with unequal cells. The result of this research shows that: (1) there is an influence of advance organizer model toward mathematical communication skill; (2) there is an influence of learning motivation toward students’ mathematical communication skill, and ; (3) there is no interaction between learning model and motivation toward mathematical communication ability.

scholarly journals STUDENTS MATHEMATICAL COMMUNICATION SKILLS ON COOPERATIVE LEARNING OF TGT TYPE TO SET MATERIAL

2017 ◽  
Vol 1 (2) ◽  
pp. 49
Author(s):  
Meinar Yuari Salsabil ◽  
Siti Inganah ◽  
Yus Mochamad Cholily
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Set Theory ◽  
Lesson Plan ◽  
Discussion Group ◽  
Learning Material ◽  
Mathematical Communication ◽  
Model Type ◽  
Qualitative Descriptive ◽  
Communication Ability

This study aims to describe students' mathematical communication skillsboth oral and written. The communication ability is observed through theapplication of cooperative learning model type TGT for set theory. Theresearch design was qualitative descriptive. The subjects of the study were 17students of class VII-B. The learning material were lesson plan,discussion group, game group, worksheet, game question, and written test.The research instruments were observation sheet of teacher activity, writtenand oral mathematical communication ability. The results of the study at thefirst meeting showed that the ability of oral mathematical communication hadsufficient category and written had low category. The second meeting of oralmathematical communication skills had sufficient category and written wasbetter than before. Oral mathematical communication improved at the thirdmeeting, while written in the low category. The fourth meeting was increasedin the ability of oral and written mathematical communication, for high oralmathematical communication and written with high category as well. Thestudents' mathematical communication skills from the first to fourthmeetings had increased. The average overall ability of oral and writtenmathematical communication was sufficient

Pengaruh Model Pembelajaran Kooperatif Tipe Round Table Terhadap Kemampuan Komunikasi Matematis Siswa SMAN 101 Jakarta

2019 ◽  
Vol 3 (2) ◽  
pp. 18-26
Author(s):  
Belva Yessica Grace Morainauli
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Random Sampling ◽  
Sampling Technique ◽  
Round Table ◽  
Target Population ◽  
Learning Model ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Cluster Random Sampling

This study aims to determine whether the Round Table cooperative learning model influences the mathematical communication skills of students of SMAN 101 Jakarta. This research was conducted in the even semester of the 2018/2019 academic year on the subject of Lines and Series. The research method used was quasi-experimental. The target population of this study were all students of SMAN 101 Jakarta and the affordable population in this study were students of XI MIPA. The sampling technique uses cluster random sampling technique. The research instrument used was a test of mathematical communication skills as many as four description questions. the instrument has gone through content validation tests, construct validation and empirical validation. After the instrument is valid, reliability is tested where the correlation coefficient obtained is 0.5602. After testing the normality, homogeneity and similarity of averages and cluster random sampling. XI MIPA 2 was chosen as the control class and XI MIPA 4 as the experimental class. Based on the calculation of the research data of the two classes, each of them is normally distributed and has the same or homogeneous variance. Therefore, hypothesis testing is done by using t-test statistics with a significant level α = 0.05. Based on the results of the test, the value of tcount = 2.43499 and t table = 1.6682 is obtained, so that it gets tcount> ttable. So reject H0. This shows that there is the influence of Round Table cooperative learning model on mathematical communication skills of students of SMAN 101 Jakarta.

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