Gita Ayu Marsanda, - (2024) PENINGKATAN REPRESENTASI MATEMATIS SISWA SMP MELALUI MODEL MATHEMATICS IN CONTEXT (MIC) PADA MATERI BANGUN RUANG SISI DATAR. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Representasi matematis sangat diperlukan dalam pembelajaran matematika, terutama dalam memahami konsep dan mengomunikasikan ide matematika. Namun, berdasarkan hasil PISA dan beberapa penelitian sebelumnya, ditemukan fakta bahwa representasi matematis siswa masih rendah, terutama siswa pada jenjang SMP. Tujuan dari penelitian ini adalah untuk menguji secara statistik peningkatan representasi matematis siswa setelah dilaksanakannya pembelajaran matematika dengan model Mathematics in Context (MiC) pada materi bangun ruang sisi datar, termasuk menguji secara statistik peningkatan tersebut jika ditinjau berdasarkan kategori KAM siswa, serta untuk mengetahui respons siswa terhadap implementasi model MiC yang telah dilaksanakan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experimental pretest-posttest nonequivalent control group. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII di salah satu SMP di Kota Bandung dengan sampel yang terdiri dari dua kelompok, yaitu kelompok eksperimen dengan model MiC dan kelompok kontrol dengan model Ekspositori. Data penelitian ini diperoleh dari pretest-posttest representasi matematis, angket respons siswa, dan lembar observasi pelaksanaan pembelajaran. Hasil penelitian ini menunjukkan bahwa (1) secara statistik, peningkatan siswa yang memperoleh pembelajaran dengan model MiC lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran dengan model Ekspositori; (2) secara statistik, tidak terdapat perbedaan secara signifikan peningkatan representasi matematis siswa dengan kategori KAM tinggi, KAM sedang, dan KAM rendah setelah pembelajaran dengan model MiC jika ditinjau dari KAM siswa, sehingga model MiC dalam pembelajaran dapat secara efektif diterapkan untuk setiap siswa terlepas dari kategori KAM-nya; (3) Respons siswa terhadap implementasi model MiC dalam pembelajaran termasuk dalam kategori baik atau positif dimana siswa merasa tertarik dan berminat untuk berpartisipasi dalam model MiC yang diterapkan dalam pembelajaran, termasuk media ajar dan materi ajar yang digunakan dalam pembelajaran. Mathematical representation is an essential aspect that must be considered in learning mathematics, especially for the purpose of understanding mathematical concepts and communicating mathematical ideas. However, based on the PISA report and the findings of several studies that have been conducted, it is found that the mathematical representation of students are still low, especially among junior high school students. The purpose of this study is to statistically test the improvement of students’ mathematical representation after the implementation of learning mathematics with the Mathematics in Context (MiC) model on the topic of three-dimentional geometry, including statistically testing the improvement when viewed based on the KAM category of students, as well as to determine the students’ response to the implementation of the MiC model that has been implemented. This study used a quantitative approach with quasi experimental pretest-posttest nonequivalent control group design. The population of this study was group VIII students in one of the Bandung City junior high schools with a sample consisting of two groups, namely the experimental group with the MiC model and the control group with the Expository model. The data of this study were obtained from pretest-posttest of mathematical representation, students’ response questionnaire, and learning implementation observation sheet. The result of this study showed that (1) statically, the improvement of mathematical representation of students who obtained MiC model in learning was significantly higher than students who obtained Expository model in learning; (2) statically, there was no significant difference in the improvement of mathematical representation among high KAM category students, medium KAM category students, and low KAM category students after the implementation of MiC model in learning when viewed from the KAM category, hence MiC model in learning can be effectively implemented for every student despite their KAM category; (3) students’ responses to the implementation of MiC model in learning are included in the exciting or positive category in which students were interested in participating to the implementation of model MiC, besides the media and material which were used during learning.
| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | Kata Kunci: representasi matematis, model Mathematics in Context, bangun ruang sisi datar, siswa SMP. Keyword: mathematical representation, Mathematics in Context model, three-dimentional geometry, junior high school students. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika |
| Depositing User: | Gita Ayu Marsanda |
| Date Deposited: | 09 Sep 2024 07:55 |
| Last Modified: | 09 Sep 2024 07:55 |
| URI: | http://repository.upi.edu/id/eprint/122258 |
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