scholarly journals The Effect of Jigsaw Cooperative Learning Methods on Mathematical Communication Ability Viewed Based on Student Personality

2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Islah Ziauddin Sardar Yeubun ◽  
Anton Noornia ◽  
Lukita Ambarwati
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Personality Tests ◽  
Mathematical Communication ◽  
Learning Methods ◽  
Final Design ◽  
Quasi Experimental ◽  
Jigsaw Method ◽  
Communication Ability ◽  
Academic Year

<p><em>This study uses a quasi-experimental method with the final design control test of mathematical communication skills in terms of student personality through personality tests. The sample of this study was students of class XI-IPS in MAN 6 Kampung Dukuh and MAN 6 Cibubur East Jakarta in the odd semester 2018/2019 Academic Year as many as 88 people. The instrument used in this study is a description question and personality questionnaire. The results showed that 1) The ability of mathematical communication students who got the cooperative jigsaw method was higher than the students who received conventional learning, 2) There were interactions between learning methods and personalities on mathematical communication skills, 3) Mathematical communication skills of students with extroverted personalities given jigsaw cooperative method treatment is higher than those given conventional learning treatment, 4) Mathematical communication skills of students with introverted personalities treated with cooperative jigsaw methods are lower than those given conventional learning treatments. Thus, jigsaw cooperative learning is better applied to students with an extracurricular personality.</em><em></em></p>

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 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 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 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.

scholarly journals KEEFEKTIFAN COOPERATIVE LEARNING STAD DAN GI DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS

2015 ◽  
Vol 2 (2) ◽  
pp. 273
Author(s):  
Sapitri Sapitri ◽  
Hartono Hartono
Keyword(s):  
Experimental Study ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Communication Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Model ◽  
Mathematical Communication ◽  
Group Design ◽  
Quasi Experimental

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan model pembelajaran kooperatif tipe STAD dan GI, dan (2) manakah yang lebih efektif antara kedua metode tersebut ditinjau dari kemampuan berpikir kritis dan komunikasi matematis siswa. Penelitian ini adalah penelitian eksperimen semu dengan rancangan pretest-posttest nonequivalent group design. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif tipe STAD dan GI keduanya efektif. Tidak terdapat perbedaan keefektifan diantara keduanya  ditinjau dari kemampuan berpikir kritis dan kemampuan komunikasi matematis siswa pada pembelajaran himpunan di kelas VII. Kata Kunci: STAD, GI, berpikir kritis, komunikasi matematis.  THE EFFECTIVENESS OF THE COOPERATIVE LEARNING STAD AND GI IN TERMS OF CRITICAL THINKING AND MATHEMATICAL COMMUNICATION Abstract This study aims to describe: (1) the effectiveness of cooperative learning model of STAD type and GI, and (2) the more effective model between the two in terms of critical thinking skills and students' mathematical communication. This study is a quasi-experimental study with a pretest-posttest nonequivalent group design. The results show that cooperative learning of STAD type and GI approach are effective. There is no difference between them in terms of the effectiveness of critical thinking skills and the students’ mathematical communication skills  in the teaching of the material on sets to class VII. Keywords: STAD, GI, critical thinking, mathematical communication

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 Pengembangan Kemampuan Komunikasi Matematik melalui Pembelajaran Take and Give

2019 ◽  
Vol 8 (2) ◽  
pp. 239-248
Author(s):  
Irena Puji Luritawaty
Keyword(s):  
College Students ◽  
Private Education ◽  
Communication Skills ◽  
Mathematical Communication ◽  
Test Instrument ◽  
Strategic Role ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Broad Outline ◽  
Better Than

AbstrakLatar belakang penelitian ini yaitu fakta bahwa kemampuan komunikasi matematik terbukti berperan strategis dalam berbagai kegiatan pembelajaran, termasuk matematika. Tetapi, pencapaiannya belum optimal. Penelitian ini diantaranya bertujuan menemukan sulusi untuk pengembangan kemampuan komunikasi dalam matematika melalui pembelajaran berbasis Take and Give di kalangan mahasiswa agar mempunyai kompetensi untuk berkomunikasi matematika dengan baik sebagai persiapan untuk menjadi guru. Metode kuasi eksperimen digunakan dalam penelitian ini. Adapun populasi yang dipilih yaitu mahasiswa prodi pendidikan matematika pada institut pendidikan swasta di Garut, dengan mahasiswa tingkat IIA dan IIB sebagai sampel dengan jumlah 50 mahasiswa. Penelitian menggunakan instrumen berbentuk tes uraian untuk pretest dan posttest. Dari hasil penelitian secara garis besar diketahui bahwa mahasiswa dengan pembelajaran Take and Give mempunyai kemampuan komunikasi matematik yang lebih baik daripada pembandingnya yaitu mahasiswa dengan pembelajaran ceramah biasa. Pembelejaran Take and give terbukti signifikan dalam mengembangkan kemampuan komunikasi matematik. Development of Mathematical Communication Ability through Take and Give LearningAbstractBackground of this study is the fact that mathematical communication ability is proven to be a strategic role in various learning activities, including mathematics. But, the achievement is not optimal. This research included the aim of finding solutions to the development of communication skills in mathematics through Take and Give learning among college students in order to have the competence to communicate mathematics well in preparation for becoming a teacher. This research used The quasi-experimental method. The population chosen is college students of the mathematics department at private education institutes in Garut, with students of level IIA and IIB as a sample with 52 students. The study used a descriptive test instrument for pretest and posttest. Based on the results of this research in broad outline, it is known that students with Take and Give learning have mathematical communication skills that are better than the comparison, namely students with regular lecture learning. Take and give learning proved to be significant in developing mathematical communication skills.

scholarly journals The Effect of Realistic Mathematical Approaches and Learning Independence on Students' Mathematical Communication Ability SD Negeri Cot Meuraja

2021 ◽  
Vol 4 (1) ◽  
pp. 555-569
Author(s):  
Herlin Fitria ◽  
Edy Surya ◽  
Naeklan Simbolon
Keyword(s):  
Communication Skills ◽  
Independent Learning ◽  
Mathematical Approach ◽  
High Learning ◽  
Mathematical Communication ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Type Data ◽  
Research Type

This study aims to determine: (1) To determine the differences in mathematical communication of students who are taught using a realistic mathematical approach compared to conventional approaches; (2) To determine the differences in mathematical communication skills of students who have high learning independence compared to students who have low learning independence; and (3) To determine the interaction between realistic mathematical approaches and independent learning on students' mathematical communication skills. This research was conducted at SD Negeri Cot Meuraja. The research method used is quantitative with a quasi-experimental research type. Data collection techniques used questionnaires and tests. The data analysis technique in this study used the Two Way Anova test. The results showed that: (1) The mathematical communication skills of students who are taught with a realistic mathematical approach are higher than conventional approaches (Fcount = 23.476 and sig. 0.000> 0.05); (2) The mathematical communication skills of students who have high learning independence are higher than students who have low learning independence (Fcount = 7.673 and sig. 0.008> 0.05).

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

scholarly journals Analisis Kemampuan Komunikasi Matematis Tertulis dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Kognitif Siswa Kelas VIII SMP

2021 ◽  
Vol 1 (3) ◽  
pp. 442-447
Author(s):  
Yolita Malaya ◽  
Nyoman Sridana ◽  
Hapipi Hapipi ◽  
Sudi Prayitno
Keyword(s):  
Cognitive Style ◽  
Communication Skills ◽  
Test Results ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Field Independent ◽  
Eighth Grade Students ◽  
Class Viii ◽  
Communication Ability ◽  
Academic Year

This study aims to analyze the written mathematical communication skills through the lence of cognitive style of the eighth-grade students of SMP Negeri 4 Praya Barat Daya in the academic year 2020/2021. With the subjects of research used is 4 students of class VIII A which is taken were in the form of GEFT test results . This study is a descriptive study. The instrument used is test GEFT and written mathematical communication skills test. The findings of the study showed that (a) Students with field-independent cognitivestyle depictedproper written mathematical communication skill. Students at this level were able to state ideas or mathematical solutions in their own language clearly and precisely, they also were able to state problems in the form of pictures, and were able to write down mathematical ideas and explanations correctly but were still not optimal. (b) Students with a field-dependent cognitive style had good mathematical communication ability. Students at this level were able to state ideas or mathematical solutions in their own language properlyyet are still incomplete, they were still not optimal in addressing problems in the form of images, and lastly, they werealso able to write mathematical ideas and explanations clearly and accurately.

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