scholarly journals PERBEDAAN KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA YANG DIAJAR DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN GROUP INVESTIGATION (GI)

2020 ◽  
Vol 9 (2) ◽  
pp. 164
Author(s):  
Fibri Rakhmawati ◽  
Wisnu Syahputra
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Random Sampling ◽  
Quantitative Research ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Mathematical Communication ◽  
Model Type ◽  
Reasoning Abilities ◽  
Cluster Random Sampling

<p class="Afiliasi" align="left"><strong>Abstrak:</strong></p><p>Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan penalaran dan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaraan kooperatif tipe <em>Think Pair Share </em>(TPS) dan <em>Group Investigation </em>(GI).<strong> </strong>Penelitian ini adalah penelitian kuantitatif, dengan jenis penelitian <em>quasi eksperimen</em>. Populasinya adalah seluruh siswa kelas XI MIA MAN 1 Medan tahun ajaran 2018-2019 yang berjumlah 372 siswa. Sampel yang digunakan oleh peneliti adalah kelas XI MIA 6 dan XI MIA 7 yang masing-masing berjumlah 45 siswa untuk dijadikan kelas eksperimen yang ditentukan dengan cara <em>Cluster Random Sampling.</em> Pengumpulan data dilakukan dengan menggunakan instrumen kemampuan penalaran dan kemampuan komunikasi matematis siswa. Analisis data dilakukan dengan analisis varian (ANAVA) dan kemudian dilanjutkan dengan Uji <em>Tuckey</em>. Hasil temuan ini menunjukkan: (1) Terdapat perbedaan kemampuan penalaran dan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaran kooperatif tipe TPS dan GI Materi Pokok Integral Kelas XI MIA MAN 1 Medan; (2) Terdapat perbedaan kemampuan penalaran matematis siswa yang diajar dengan model pembelajaran kooperatif tipe TPS dan GI Materi Pokok Integral Kelas XI MIA MAN 1 Medan; (3) Tidak terdapat perbedaan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaran kooperatif tipe TPS dan GI Materi Pokok Integral Kelas XI MIA MAN 1 Medan; (4) Tidak terdapat interaksi yang signifikan antara model pembelajaran yang digunakan terhadap kemampuan penalaran dan kemampuan komunikasi matematis siswa. Simpulan penelitian ini menjelaskan bahwa kemampuan penalaran dan kemampuan komunikasi matematis siswa lebih baik diajarkan dengan model pembelajaran kooperatif tipe TPS daripada dengan model pembelajaran kooperatif tipe GI.</p><p class="AfiliasiCxSpFirst" align="left"> </p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>Kemampuan penalaran matematis , komunikasi matematis, <em>Think Pair Share</em> (TPS), <em>Group Investigation</em> (GI)</p><p> </p><p class="AfiliasiCxSpFirst" align="left"><strong><em>Abstract:</em></strong></p><p class="AfiliasiCxSpMiddle"><em>This study aims to determine the differences in reasoning abilities and mathematical communication skills of students who are taught with the Think Pair Share (TPS) and Group Investigation (GI)</em><em>. </em><em>This research is a quantitative research, with the type of quasi-experimental research. The population was all students of class XI MIA MAN 1 Medan for the 2018-2019 academic year, totaling 372 students. The sample used by the researcher was class XI MIA 6 and XI MIA 7, each of which totaled 45 students to be used as an experimental class which was determined by means of cluster random sampling.</em><em> </em><em>The data was collected using instruments of students' reasoning abilities and mathematical communication skills. Data analysis was performed with analysis of variance (ANOVA) and then continued with the Tuckey Test. The results of these findings indicate: (1) There are differences in reasoning abilities and mathematical communication skills of students taught by cooperative learning models TPS and GI type Integral Subject Class XI MIA MAN 1 Medan; (2) There are differences in students' mathematical reasoning abilities taught by the cooperative learning model type TPS and GI Integral Subject Class XI MIA MAN 1 Medan; (3) There is no difference in the mathematical communication skills of students who are taught with the cooperative learning model type TPS and GI Integral Subject Class XI MIA MAN 1 Medan; (4) There is no significant interaction between the learning model used on students' reasoning abilities and mathematical communication skills. The conclusion of this study explains that students' mathematical reasoning and communication skills are better taught with the TPS-type cooperative learning model than with the GI-type cooperative learning model.</em></p><p class="AfiliasiCxSpMiddle" align="left"> </p><p class="AfiliasiCxSpLast" align="left"><strong><em>Keywords</em></strong><em>:</em></p><p><em>Mathematical reasoning skills, mathematical communication, Think Pair Share (TPS), Group Investigation (GI)</em></p><p> </p>

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.

scholarly journals Analisis Kemampuan Komunikasi Matematis : Dampak Model Pembelajaran Discovery Learning Terintegrasi Learning Start With A Question

2019 ◽  
Vol 2 (1) ◽  
pp. 33-42
Author(s):  
Fahkur Setiaji ◽  
Suherman Suherman
Keyword(s):  
Communication Skills ◽  
Random Sampling ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Model ◽  
Discovery Learning ◽  
Integrated Learning ◽  
Mathematical Communication ◽  
Analysis Technique ◽  
Better Than

The purpose of this study is to determine the effect of the discovery learning model integrated learning start with a question of mathematical communication skills. This research is a quantitative research with a type of quasi experiment. The sampling technique in this study is the random sampling technique. Data collected through interview observation and test. The data analysis technique used is the uncorrelated t test. Based on the results of research and data processing, it was found that there was an influence of discovery learning integrated learning model start with a question and discovery learning learning model on mathematical communication skills. Furthermore, mathematical communication of students by using the discovery learning model integrated learning start with a question is better than mathematical communication of students using discovery learning learning models.

scholarly journals Efektivitas Model Pembelajaran Savi dan React Berbantuan LKS terhadap Kemampuan Komunikasi Matematis Siswa SMP

2019 ◽  
Vol 3 (2) ◽  
pp. 197
Author(s):  
Widya Kusumaningsih ◽  
Sutrisno Sutrisno ◽  
Fiki Hidayah
Keyword(s):  
Student Learning ◽  
Communication Skills ◽  
Random Sampling ◽  
Quantitative Research ◽  
Control Design ◽  
Learning Models ◽  
Mathematical Communication ◽  
Analysis Technique ◽  
Cell Variance ◽  
Cluster Random Sampling

Penelitian ini bertujuan untuk mengetahui: (1) manakah kemampuan komunikasi matematis yang lebih baik antara siswa yang memperoleh model pembelajaran SAVI berbantuan LKS, model pembelajaran REACT berbantuan LKS, atau model pembelajaran konvensional, (2) apakah kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS mencapai ketuntasan klasikal dan individual, dan (3) apakah terdapat pengaruh keaktifan belajar siswa pada model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS terhadap kemampuan komunikasi matematis siswa. Jenis penelitian ini adalah penelitian kuantitatif dengan desain posttest only control design. Populasi dalam penelitian ini adalah siswa SMP Negeri 1 Subah kelas VIII tahun pelajaran 2018/2019. Sampel yang diambil dengan menggunakan cluster random sampling. Teknik pengumpulan data yang digunakan adalah tes dan observasi. Teknik analisis data yang digunakan adalah analisis variansi satu jalan sel tak sama. Hasil penelitian diperoleh bahwa: (1) model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS menghasilkan kemampuan komunikasi matematis yang sama, dan kedua model pembelajaran tersebut menghasilkan kemampuan komunikasi matematis siswa yang lebih baik daripada model pembelajaran konvensional, (2) kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS mencapai ketuntasan klasikal dan individual, dan (3) terdapat pengaruh keaktifan belajar siswa pada model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS terhadap kemampuan komunikasi matematis siswa. Model pembelajaran SAVI dan REACT berbantuan LKS dapat digunakan guru untuk meningkatkan kemampuan komunikasi matematis siswa. Kata kunci: kemampuan komunikasi matematis, LKS, REACT, SAVI.   ABSTRACT This study aims to determine: (1) which mathematical communication skills are better between students who obtain SAVI learning models assisted by LKS, REACT learning models assisted by LKS, or conventional learning models, (2) whether mathematical communication skills of students who get SAVI learning models assisted by LKS and REACT learning models assisted by LKS to achieve classical and individual completeness, and (3) whether there is an influence of student learning activeness on SAVI learning models assisted by LKS and REACT learning models assisted by LKS on students' mathematical communication skills. This type of research is quantitative research with a posttest only control design. The population in this study were students of SMP Negeri 1 Subah class VIII in the academic year 2018/2019. Samples taken using cluster random sampling. Data collection techniques used are tests and observations. The data analysis technique used is the analysis of one-way cell variance is not the same. The results showed that: (1) SAVI learning models assisted by LKS and REACT learning models assisted by LKS produced the same mathematical communication skills, and both learning models produced students' mathematical communication skills better than conventional learning models, (2) ability Mathematical communication of students who obtain SAVI learning models assisted by LKS and REACT learning models assisted by LKS reaches classical and individual completeness, and (3) there is an effect of student learning activeness on SAVI learning models assisted by LKS and REACT learning models assisted by LKS on students' mathematical communication skills. SAVI and REACT learning models assisted by LKS can be used by teachers to improve students' mathematical communication skills. Keywords: Mathematical Communication Ability, LKS, REACT, SAVI.

scholarly journals THE IMPROVEMENT OF STUDENT’S MATHEMATICAL COMMUNICATION ABILITY BY USING COOPERATIVE LEARNING: COURSE REVIEW HORAY

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Leni Agustina Daulay ◽  
Hilda Hakim ◽  
Lindi Dewi Sartikawati
Keyword(s):  
Cooperative Learning ◽  
Random Sampling ◽  
Quantitative Research ◽  
Learning Model ◽  
Seventh Grade ◽  
Experiment Research ◽  
Mathematical Communication ◽  
Communication Ability ◽  
And Control

This research was conducted to look at the increase in mathematical communication towards cooperative learning type Course Review Horay assisted PowerPoint in the seventh grade of  SMP Negeri 1 Takengon. This research used Experiment Research with Quantitative research. SMP Negeri 1 Takengon was the population of research. Two classes were determined by purposive random sampling for the sample of research, called experimental class and control class. The experimental class was taught by using a cooperative learning type Course Review Horay assisted PowerPoint while the control class was taught by STAD. The conclusion was that by using a learning model Course Review Horay, the students more active because it can be suggested with the peers and its language. Things can improve the ability of mathematical communication students. Along with the development of their understanding of the material has been taught students to do math activities that encourage the application of mathematical communication ability.

scholarly journals Pengaruh Pembelajaran Kooperatif Tipe Student Facilitator And Explaining Terhadap Kemampuan Komunikasi Matematis Siswa SMP Negeri 2 Somagede

2019 ◽  
Vol 5 (1) ◽  
pp. 70
Author(s):  
Febri Intan Ratmadani ◽  
Ahmad Ahmad
Keyword(s):  
Communication Skills ◽  
Random Sampling ◽  
Control Design ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Communication ◽  
Learning Research ◽  
Direct Learning ◽  
Cluster Random Sampling ◽  
Better Than

This study aimed to detemine whether Student Facilitator And Explaining cooperative learning model affected students mathematical communication skills. The research design used was Posttest Only Control Design. The population in this study was entire seventh grade students in SMP Negeri 2 Somagede. Sampling was determined using Cluster Random Sampling technique. Two classes of sample were obtained. Class VII B, consistend of 23 students, selected as the experimental class which employed cooperative tipe Student Facilitator And Explaining learning model and class VII D, consisted of 23 students, was as the control class which used direct learning. Research results indicated that mathematical communication skills of students who attended Student Facilitator And Explaining learning was better than that of students who attended direct learning. So it can be interpreted that Student Facilitator And Explaining learning cooperative model affected students mathematical communication skills

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) berbantuan Pendekatan Investigasi terhadap Kemampuan Komunikasi Matematis

2018 ◽  
pp. 145
Author(s):  
Rifa Fahrullisa ◽  
Fredi Ganda Putra ◽  
Nanang Supriadi
Keyword(s):  
Cooperative Learning ◽  
Analysis Of Variance ◽  
Quantitative Research ◽  
Learning Model ◽  
Type Model ◽  
Mathematical Communication ◽  
Applied Learning ◽  
Model Type ◽  
Communication Ability ◽  
Investigative Approach

Mathematical communication ability of learners is still relatively low, this is allegedly caused by the conventional learning model that is still applied by educators. The authors in this study apply cooperative type model of TPS assisted investigative approach, because the type and approach is expected to be suitable to improve the mathematical communication ability of learners. The purpose of this research is to see the effect of Cooperative Learning Model Type Think Pair Share (TPS) assisted by an Investigation Approach to Mathematical Communication Ability. In this research including quantitative research because the data is processed in the form of numbers. Use experimental experimental quasy experiment type. To know the effect on the ability of mathematical communication owned peserta didiksetelah applied learning model is the purpose of the implementation of research. The instrument in this research is the test of mathematical communication ability on the matter of scale and comparison. Further data that have been obtained will be calculated by using Analysis of Variance (ANAVA) one unequal cell road. The result of this research is there is influence of thinking pair share learning model assisted by investigative approach to mathematical communication ability of learner, which in class which applied by model of learning pair help coupled with better investigation of mathematical communication ability compared with conventional learning model and TPS learning model.

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 Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) Terhadap Kemampuan Komunikasi Matematis Siswa SMP

2019 ◽  
pp. 16-30
Author(s):  
Nila Mona Silalahi
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Junior High School ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Control Group ◽  
Mathematical Communication ◽  
Test Analysis ◽  
Model Type

The purpose of this study was to (1) determine the effect of the cooperative learning model type Team Assisted Individualization (TAI) on students' mathematical communication skills; (2) find out whether the mathematical communication skills of students with the cooperative learning model Team Assisted Individualization (TAI) type are higher than the mathematical communication skills of students with conventional learning. This type of research is experimental research using the pretest-posttest control group research design. The study population was all seventh grade students of Pancur Batu 2 Junior High School consisting of eight classes. The research sample was selected using simple random sampling technique, so that class VII3 was obtained as the experimental class and class VII-5 as the control class with each number of students as many as 32 students. The data used in this study are quantitative data. Based on the analysis of research data, the following results were obtained: (1) the results of analysis and regression obtained that the influence of cooperative learning type TAI (Team Assisted Individualization) had a positive effect with a correlation coefficient of 0.741 and a determination coefficient of 54.8%; (2) the results of the t-test analysis with the value of t count = 5.643 and t table = 1.669 which means t count> t table, then the hypothesis Ho is rejected. So that it can be concluded that the mathematical communication skills of students taught by cooperative learning model type TAI (Team Assisted Individualization) are higher than the mathematical communication skills of students who are taught by conventional learning.

scholarly journals PENERAPAN COOPERATIVE LEARNING TIPE TAPPS MENGGUNAKAN BAHAN AJAR GAMIFIKASI TERHADAP PENALARAN MATEMATIS DITINJAU DARI KEPERCAYAAN DIRI PESERTA DIDIK KELAS VIII SMP

2020 ◽  
Vol 3 (2) ◽  
pp. 61-67
Author(s):  
Yulita Anggun Sari ◽  
Mohammad Muhassin ◽  
Indah Resti Ayuni Suri ◽  
Rizki Wahyu Yunian Putra
Keyword(s):  
Cooperative Learning ◽  
Random Sampling ◽  
Mathematical Reasoning ◽  
Teaching Materials ◽  
Reasoning Abilities ◽  
Self Confidence ◽  
Quasi Experimental ◽  
The Difference ◽  
Cluster Random Sampling ◽  
Better Than

This research aims to determine the influence between the application of TAPPS type cooperative learning using gamification teaching materials and conventional learning, the difference between high, medium, and low Self Confidence, and the interaction between TAPPS type cooperative learning and Self Confidence toward the ability of mathematical reasoning. This research used a quasi-experimental method and subjects of SMP Negeri 1 Natar Lampung Selatan with 64 students. The sample class used were two classes by using Cluster Random Sampling. Hypothesis testing conducted in this research uses two-way ANAVA with ∝=5%. The results showed: (1) learning using TAPPS type cooperative learning using gamification teaching materials is more effective than learning with conventional methods, (2) there is a self-confidence effect on mathematical reasoning abilities, high Self Confidence is better than medium and low self-confidence and the ability of mathematical reasoning with medium Self Confidence is better than low Self Confidence, (3) there was no interaction between TAPPS type cooperative learning and Self Confidence in mathematical reasoning abilities.   Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh antara penerapan cooperative learning tipe TAPPS  menggunakan bahan ajar gamifikasi dan pembelajaran konvensional, perbedaan antara kepercayaan diri yang tinggi, sedang dan rendah, dan  interaksi antara cooperative learning tipe TAPPS dan kepercayan diri terhadap kemampuan penalaran matematis siswa SMP. Jenis penelitian in adalah Quasy Eksperimental, Penelitian dilakukan di SMP Negeri Natar Lampung Selatan dengan jumlah siswa 64.  Sampel kelas yang digunakan adalah dua kelas dengan menggunakan teknik Cluster Random Sampling. Pengujian hipotesis menggunakan ANAVA dua arah dengan ∝ = 5%. Hasil penelitian ini adalah: (1) Cooperative learning tipe TAPPS  menggunakan bahan ajar gamifikasi lebih berpengaruh daripada pembelajaran konvensional terhadap kemampuan penalaran matematis (2) Kemampuan penalaran matematis dengan kepercayaan diri yang tinggi lebih baik daripada kepercayaan diri sedang dan rendah serta kemampuan penalaran matematis dengan kepercayaan diri yang sedang lebih baik daripada kepercayaan diri rendah (3) Tidak ada interaksi antara cooperative learning tipe TAPPS dan  kepercayaan diri terhadap kemampuan penalaran matematis.

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

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