scholarly journals Peningkatan Kemampuan Komunikasi dan Self-Efficacy Matematis Siswa melalui Pendekatan Pembelajaran Matematika Realistik

2020 ◽  
Vol 4 (2) ◽  
pp. 151
Author(s):  
Sakinah Ubudiyah Siregar ◽  
Amin Harahap ◽  
Sri Milfayetti ◽  
Ibnu Hajar
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Mathematics Learning ◽  
Research Approach ◽  
Learning Approach ◽  
Learning Approaches ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Better Than

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi dan self-efficacy matematis siswa melalui pendekatan pembelajaran matematika realistik (PMR). Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode eksperimen semu. Sampel yang digunakan pada penelitian masing-massing yaitu 30 siswa (kelas eksperimen) dan 30 siswa (kelas kontrol) sekolah dasar di beberapa sekolah sekitar kota Rantauprapat. Hasil penelitian ini menunjukkan bahwa (1) peningkatan kemampuan komunikasi matematis siswa yang diberi pendekatan realistik lebih tinggi daripada siswa yang diberi pembelajaran konvensional, (2) adanya interaksi antara pendekatan pembelajaran dengan kemampuan awal siswa terhadap peningkatan kemampuan komunikasi matematis dan self-efficacy matematis, dan (3) proses penyelesaian komunikasi matematis siswa yang menggunakan pendekatan pembelajaran matematika realistik lebih baik dari pendekatan konvensional. Berdasarkan hasil penelitian dapat disimpulkan bahwa PMR lebih baik dari pendekatan matematika konvensional dalam meningkatkan kemampuan komunikasi dan self-efficacy matematis siswa.Improvement of Students’ Mathematical Communication Skills and Self-Efficacy through the Realistic Mathematics Learning ApproachAbstractThis study aims to determine the improvement of students' mathematical communication skills and self-efficacy through a realistic mathematics learning approach (PMR). This research uses a quantitative research approach with quasi-experimental methods. The samples used in each research were 30 students (experimental class) and 30 students (control class) in elementary schools in several schools around the city of Rantauprapat. The results of this study indicate that (1) an increase in mathematical communication skills of students who are given a realistic approach is higher than students who are given conventional learning, (2) there is an interaction between learning approaches with students' initial ability to improve mathematical communication skills and mathematical self-efficacy, and (3) the process of solving students' mathematical communication using a realistic mathematics learning approach is better than the conventional approach. Based on the results of the study it can be concluded that PMR is better than conventional mathematical approaches in improving students' mathematical communication skills and self-efficacy.

scholarly journals Improving Communication Ability And Mathematical Self Efficacy Of Elementary School Students Through The Realistic Mathematics Learning Approach

2019 ◽  
Author(s):  
Ronal Watrianthos
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Experimental Studies ◽  
Learning Approaches ◽  
Research Activity ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Realistic Approach ◽  
Better Than

The research activity was focused on improving communication skills and mathematical self-efficacy of students who obtained realisticmathematics learning approaches in elementary schools. The purpose of the study was to determine the improvement of communication skills andmathematical self efficacy of students who obtained realistic mathematics learning approaches better than students' mathematical communication skillswho obtained a conventional approach. Improvement of communication skills and mathematical self efficacy of students who get a realistic mathematicslearning approach will be conducted through a study of action studies on the subject of research namely elementary students in several schools aroundRantauprapat City. Therefore the research that would be used was following a series of quasi-experimental studies. The results of the calculation of thetwo-way ANOVA calculation of the post-test minimum self-efficacy scores of students in the class given a realistic approach were 58.0 better thanstudents in the class given conventional learning 43.0, as well as the maximum self-efficacy scores of students in the class given a realistic approach 69,0 is better than students who were given conventional learning 58.0, thus with a posttest self-efficacy score for the class given a realistic approach62.633 higher than the posttest average of students for the class given conventional learning 49.667 and a significant level of 0.000. In order thatsignificant 0,000 <0,05 means H0 is rejected so it could be concluded that the increase in mathematical communication skills of students with realisticapproaches is higher than students given conventional learning

GEOGEBRA APPLICATION AS THE DEVELOPMENT OF LINEAR PROGRAM TEACHING MATERIALS IN SMA KABUPATEN BURU

2021 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Communication Skills ◽  
Research Method ◽  
Positive Response ◽  
Mathematics Learning ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Test Instrument ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Better Than

ABSTRACTThis research is motivated by the fact that the ability of mathematical communication in Indonesia is low. The models and approaches used in the learning process are one of the supporting factors for learning mathematics in the classroom. This study aimed to analyze SMA 1 Namlea students' mathematical communication skills with realistic mathematics learning assisted by GeoGebra. The research method used is quasi-experimental. WHO researched SMA Negeri 1 Namlea, Buru Regency. The analysis results show that the test instrument is valid and reliable to be used for pretest and posttest. The results showed that the mathematical communication of students who received realistic mathematics learning assisted by GeoGebra was better than students who received realistic mathematics learning without GeoGebra. The results also showed that there was a positive response from students towards learning realistic mathematics with GeoGebra.KEYWORDS: Realistic Mathematics, GeoGebra & Mathematical Communication

GEOGEBRA APPLICATION AS THE DEVELOPMENT OF LINEAR PROGRAM TEACHING MATERIALS IN SMA KABUPATEN BURU

2021 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Communication Skills ◽  
Research Method ◽  
Positive Response ◽  
Mathematics Learning ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Test Instrument ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Better Than

This research is motivated by the fact that the ability of mathematical communication in Indonesia is low. The models and approaches used in the learning process are one of the supporting factors for learning mathematics in the classroom. The purpose of this study was to analyze the mathematical communication skills of SMA 1 Namlea students with realistic mathematics learning assisted by GeoGebra. The research method used is quasi-experimental. The research was conducted at SMA Negeri 1 Namlea, Buru Regency. The results of the analysis show that the test instrument is valid and reliable so that it can be used for pretest and posttest. The results showed that the mathematical communication of students who received realistic mathematics learning assisted by GeoGebra was better than students who received realistic mathematics learning without GeoGebra. The results also showed that there was a positive response from students towards learning realistic mathematics with GeoGebra.

scholarly journals Pengaruh Pendekatan Pembelajaran Konstruktivisme dan Self-Efficacy Siswa terhadap Kemampuan Komunikasi Matematis Siswa

2018 ◽  
Vol 5 (2) ◽  
pp. 20-29
Author(s):  
Amin Asri Yati ◽  
Jefri Marzal ◽  
Yantoro Yantoro
Keyword(s):  
Communication Skills ◽  
Junior High School ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Attitude Scale ◽  
Control Group ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Communication Ability

This study concerned on the influence of constructivism and student self-efficacy approach to mathematical communication. The ability of mathematical communication and self-efficacy of student-controlled students is very important for students. This research sought to examine (1) the influence of learning approach of constructivism to mathematical communicative ability, (2) the influence of student self-efficacy toward student's mathematical communication ability, (3) influence of constructivism and student self-efficacy approach to students' mathematical communication ability. This is a quantitative research employing the pretest-posttest non-equivalent control group design, the population in this study is all Year 7 students of junior high school. Data collection was done by student mathematical communication skills test and student self-efficacy attitude scale. This study found that the use of constructivism and self-efficacy approach significantly influence students' mathematical communication skills and there is no interaction between students’ mathematical communication skills and self-efficacy using the constructivism learning approach.

scholarly journals Pengaruh Pembelajaran Matematika Realistik Terhadap Kemampuan Komunikasi Matematis Siswa Kelas VII SMP

2019 ◽  
pp. 31-44
Author(s):  
Ida Wati Sihotang
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Coefficient Of Determination ◽  
Control Group ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Realistic Mathematics

This study aims: (1) To find out whether the Realistic Mathematics Learning approach influences students' mathematical communication skills. (2) To find out whether the increase in students' mathematical communication skills with the Realistic Mathematics Learning approach is higher than conventional learning. This type of research is experimental research using pretest-posttest control group design. The study population was all VII grade students of YPAK Galang SPM consisting of three classes. The research sample was selected using simple random sampling technique, so that the VII-A class as the experimental class and VII-C class as the control class were obtained with 37 students each. The data used in this study are quantitative data. Based on the analysis of the research data, the following results are obtained: (1) the results of the regression analysis obtained by the equation (Y) Ì‚ = 36,945 + 1,003X. And from the results of the correlation obtained that Realistic Mathematics Learning has a positive effect with a correlation coefficient of 0.944 and a coefficient of determination of 89.1%. So it can be concluded that Realistic Mathematics Learning influences students' mathematical communication skills. ; (2) the results of the t-test analysis with the value of t count = 4.489 and t table = 1.666 which means t count> t table, then the hypothesis Ho is rejected. So it can be concluded that the mathematical communication skills of students taught by Realistic Mathematics Learning are higher than the mathematical communication skills of students who are taught by conventional learning.

LEARNING APPROACH, ASSESSMENT MODEL, AND EARLY NUMERICAL ABILITY ON MATHEMATICS ACHIEVEMENT

2017 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Sadono Sadono
Keyword(s):  
Mathematics Achievement ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Assessment Model ◽  
Realistic Mathematics Education ◽  
Learning Approach ◽  
Learning Approaches ◽  
Numerical Ability ◽  
Realistic Mathematics

Using the real things and engaging the envoiroment in mathematics learning will assist the learners in understanding the concept greatly. The support of learning approaches and assessment model will give a positive impact on learning outcomes of students. Through the experimental research with 2 x 2 design found the results that learning apprroaches and assessment models are dependent each other in affecting the student’s mathematics outcomes. Realistic Mathematics Education (RME) approach is more appropriate to use performance assessment model because it can provide a better impact on mathematics learning outcomes after controlling the early numerical ability of students. While the thematic approach is more appropriate to use the paper tests in mathematics learning.

scholarly journals Penerapan Pembelajaran Matematika Realistik Untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa Pada Materi Bentuk Aljabar di Kelas VII SMP

2018 ◽  
pp. 25-35
Author(s):  
Nurvitri Sinaga
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Mathematical Understanding ◽  
Learning Approach ◽  
Learning Approaches ◽  
Research Subjects ◽  
Realistic Mathematics ◽  
Before And After

This study aims to determine the level of mathematical understanding ability of students before and after the application of realistic mathematics learning and to describe the application of the Realistic Mathematics Learning approach at Nempu Hilir State Middle School 3 in the algebraic material form. This type of research is Classroom Action Research. The research subjects were seventh grade students of State Junior High School 3 Siempat, Nempu Hilir 2017/2018 Academic Year, amounting to 30 people. The results of this study indicate that the level of mathematical understanding of students in class VII-C State Junior High School 3 Siempat Nempu Hilir before and after the application of Realistic Mathematics Learning increased. The application of realistic mathematical learning approaches is applied in several steps, namely first, providing contextual problems. Second, explain contextual problems. Third, resolve contextual problems. Fourth, discuss answers. Fifth, conclude. The implementation of a realistic mathematics learning approach in the State Junior High School 3 Siempat of Nempu Hilir in the algebraic form material has been classified as good.

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

2019 ◽  
Vol 4 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mailis Triana ◽  
Cut Morina Zubainur ◽  
Bahrun Bahrun
Keyword(s):  
Communication Skills ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Approach ◽  
Observation Data ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Communication Ability ◽  
Brain Based Learning ◽  
The Brain

AStudents’ skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students’ opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students’ mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students’ mathematical communication skills.

scholarly journals PENDEKATAN METAKOGNISI SEBAGAI ALTERNATIF PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Euis Anih
Keyword(s):  
Communication Skills ◽  
Positive Attitude ◽  
Mathematics Learning ◽  
Metacognitive Awareness ◽  
Mathematical Communication ◽  
Student Responses ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Learning Data ◽  
Better Than

Learning that challenges students to communicate their ideas will make students try to solve the problems they experience in learning mathematics, but the ability of students to communicate and solve problems is very dependent on their awareness of what they know and how to do this. This is related to their metacognitive awareness. Metacognition is the awareness of our thinking so that we can perform specific tasks, and then use this awareness to control what we do. This research was carried out with the aim of: 1) knowing the achievement of students' mathematical communication skills after using the metacognitive approach compared to those using conventional learning, 2) knowing the increase in mathematical communication skills of students who received learning with a metacognition approach and those who received conventional learning, 3) knowing the response students towards learning by using metacognitive learning. Data were collected from students' mathematical communication skills tests in the form of essay questions and student questionnaires. Questionnaires were given to all experimental class students with the aim of knowing students' responses to mathematics learning using metacognition learning. This research is a quasi-experimental study with an experimental class design, namely Pretest-Treatment-Postest, while the control class is Pretest-Postest. From the results of data analysis with a significant level of = 0.05, it shows that the achievement of mathematical communication skills of students who get learning with a metacognitive approach is better than conventional learning. The improvement of mathematical communication skills of students who received mathematics learning with a metacognitive approach was better than the mathematical communication skills of students who received conventional learning. The improvement in mathematical communication skills of students who received mathematics learning with cooperative learning of the TGT type was in the medium category, while students who received conventional learning had an increase in the low category. Based on the results of the analysis of student responses to metacognition learning, it shows that students have a positive attitude towards learning mathematics with a metacognitive approach.

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.

Sign in / Sign up

Export Citation Format

Share Document