UPAYA MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP MELALUI MODEL PROJECT-BASED LEARNING

• Main Author: Hafizah Aqilah, - (Author)
• Format: Book
• Published: 2023-08-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/102742/1/S_D0151_1900775_Tittle.pdf; http://repository.upi.edu/102742/2/S_D0151_1900775_Chapter1.pdf; http://repository.upi.edu/102742/3/S_D0151_1900775_Chapter2.pdf; http://repository.upi.edu/102742/4/S_D0151_1900775_Chapter3.pdf; http://repository.upi.edu/102742/5/S_D0151_1900775_Chapter4.pdf; http://repository.upi.edu/102742/6/S_D0151_1900775_Chapter5.pdf; http://repository.upi.edu/102742/7/S_D0151_1900775_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Kemampuan komunikasi matematis siswa dalam pembelajaran matematika masih tergolong rendah, sehingga perlu adanya upaya meningkatkan kemampuan tersebut. Pembelajaran dengan menggunakan model Project-Based Learning merupakan salah satu pembelajaran yang dapat meningkatkan kemampuan komunikasi matematis siswa. Berdasarkan hal tersebut, penelitian ini bertujuan untuk menganalisis peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran dengan model Project-Based Learning. Selain itu dipaparkan juga terkait respons siswa terhadap pembelajaran dengan model Project-Based Learning. Penelitian ini menggunakan desain penelitian the non-equivalent pretest-posttest control group design. Populasi penelitian ini adalah siswa SMP dengan sampel penelitian adalah siswa kelas VIII di salah satu SMP di Kabupaten Bandung Barat, Provinsi Jawa Barat. Sampel penelitian ini terdiri atas dua kelas yang dipilih berdasarkan purposive sampling. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Untuk memperoleh data hasil penelitian digunakan instrumen berupa tes kemampuan komunikasi matematis dan instrumen non-tes berupa lembar observasi kegiatan pembelajaran dan pedoman wawancara untuk mendapatkan data hasil penelitian. Hasil analisis terhadap data hasil penelitian menunjukkan bahwa: (1) Peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran Project-Based Learning lebih tinggi dibandingkan siswa yang memperoleh pembelajaran dengan model pembelajaran konvensional, sehingga dapat dinyatakan bahwa terdapat peningkatan yang signifikan; dan (2) Setelah memperoleh kegiatan pembelajaran, siswa memberikan respons positif terhadap penerapan model Project-Based Learning pada pembelajaran matematika, di antaranya siswa menjadi lebih kritis dan saling berinteraksi dalam kegiatan pembelajaran. Students' mathematical communication skills in learning mathematics are still relatively low, so there is a need for efforts to improve these abilities. Learning using the Project-Based Learning model is one of the learning methods that can improve students' mathematical communication skills. Based on this, this study aims to analyze the increase in mathematical communication skills of students who receive learning with the Project Based Learning model. In addition, it is also explained about student responses to learning with the Project-Based Learning model. This study used the non-equivalent pretest-posttest control group design. The population of this study were junior high school students. The research sample was class VIII students at a junior high school in West Bandung Regency, West Java Province. The sample of this research consisted of two classes which were selected based on purposive sampling. This study uses a quantitative approach with quasi-experimental methods. To obtain research data, instruments were used in the form of tests of mathematical communication skills and non-test instruments in the form of observation sheets of learning activities and interview guidelines to obtain research data. The results of the analysis of the research data show that: (1) The increase in the mathematical communication skills the students who received Project-Based Learning is higher than student who receive learning with conventional learning model, so that it can be stated that there is a significant increase; and (2) After obtaining learning activities, students respond positively to the application of the Project-Based Learning model in mathematics learning, including students becoming more critical and interacting with each other in learning activities.