PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-CONCEPT SISWA SMP
Penelitian ini dilatarbelakangi oleh kemampuan komunikasi matematis dan self-concept siswa yang masih rendah. Dari kajian pustaka dan penelitian sebelumnya, pembelajaran Team Assisted Individualization (TAI) dengan pendekatan Saintifik diprediksi mampu meningkatkan kemampuan komunikasi matematis ser...
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2015-01-28.
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| Summary: | Penelitian ini dilatarbelakangi oleh kemampuan komunikasi matematis dan self-concept siswa yang masih rendah. Dari kajian pustaka dan penelitian sebelumnya, pembelajaran Team Assisted Individualization (TAI) dengan pendekatan Saintifik diprediksi mampu meningkatkan kemampuan komunikasi matematis serta self-concept siswa. Penelitian ini merupakan penelitian quasi experiment dengan Non-equivalent Control Group design. Aspek kognitif dalam penelitian ini yaitu kemampuan komunikasi matematis. Sedangkan aspek afektif yaitu self-concept siswa. Populasi penelitian adalah siswa kelas VII salah satu SMP di Jawa Barat tahun ajaran 2014/2015. Instrumen yang digunakan untuk mengumpulkan data pada penelitian ini terdiri dari instrumen tes, skala self-concept siswa, dan lembar observasi. Data kuantitatif yang diperoleh dianalisis menggunakan uji perbedaan rerata yaitu Independent Sampel t-test, Mann-Whitney Test, dan Uji ANOVA dua jalur, sedangkan analisis kualitatif dilakukan dengan uji dua proporsi. Hasil penelitian menunjukkan bahwa: 1) Terdapat perbedaan peningkatan kemampuan komunikasi matematis siswa dengan pembelajaran Team Asisted Individualization dengan pendekatan Saintifik dibandingkan siswa yang belajar dengan pendekatan saintifik; 2) Terdapat perbedaan peningkatan kemampuan komunikasi matematis siswa dengan pembelajaran Team Asisted Individualization dengan pendekatan Saintifik dibandingkan siswa yang belajar dengan pendekatan saintifik pada KAM (sedang dan rendah); 3) Tidak terdapat interaksi yang signifikan antara model pembelajaran, pengelompokan siswa berdasarkan kemampuan awal matematis terhadap peningkatan kemampuan komunikasi matematis siswa; 4) Tidak terdapat perbedaan peningkatan yang signifikan antara Self-concept siswa melalui pembelajaran Team Asisted Individualization dengan pendekatan saintifik dan siswa yang belajar pendekatan saintifik; Kata Kunci : Pembelajaran TAI dengan pendekatan saintifik, kemampuan komunikasi matematis, Self-concept siswa This study is prompted by the lack of mathematical communication ability and students' self-concept. Based on literature reviews and previous studies, learning through Team Assisted Individualization (TAI) with Scientific Approach is predicted can improve mathematical communication ability and student's self-concept. This study is quasi experimental named Non-equivalent Control Group Design. Cognitive aspect in this study is mathematical communication ability. Meanwhile, the affective aspect is student's self-concept. The population of this study is grade VII students of a junior high school in West Java in academic year 2014/2015. The instruments used to gather the data needed are test instrument, students' self-concept scale, and observation sheet. The quantitative data obtained is analyzed by using Independent Sample t-test, Mann-Whitney Test and Two Ways ANOVA. Meanwhile, the qualitative data is analyzed by using two proportions test. The findings of this study indicate that: 1) There is a significant difference of improvement of student's mathematical communication ability between they who are taught by using Team Assisted Individualization with Scientific Approach and those who are taught by Scientific Approach; 2) There is a significant difference of improvement of mathematical communication ability between students who are taught by using Team Assisted Individualization with Scientific Approach and those who are taught by Scientific Approach reviewed from KAM (medium and low); 3) There is no interaction between model of learning and both groups of students toward their initial ability of mathematical communication improvement; 4) there is no significant difference of improvement self-concept between students who are taught by using Team Assisted Individualization with Scientific Approach and those who are taught by Scientific Approach. Key Words: Team Assisted Individualization Learning with Scientific Approach, Mathematical Communication Ability, Students; Self-concept. |
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| Item Description: | http://repository.upi.edu/22748/1/T_MTK_1207121_Title.pdf http://repository.upi.edu/22748/2/T_MTK_1207121_Abstract.pdf http://repository.upi.edu/22748/3/T_MTK_1207121_Tabel_of_content.pdf http://repository.upi.edu/22748/4/T_MTK_1207121_Chapter1.pdf http://repository.upi.edu/22748/5/T_MTK_1207121_Chapter2.pdf http://repository.upi.edu/22748/6/T_MTK_1207121_Chapter3.pdf http://repository.upi.edu/22748/7/T_MTK_1207121_Chapter4.pdf http://repository.upi.edu/22748/8/T_MTK_1207121_Chapter5.pdf http://repository.upi.edu/22748/9/T_MTK_1207121_Bibliography.pdf http://repository.upi.edu/22748/10/T_MTK_1207121_Appendix1.pdf http://repository.upi.edu/22748/11/T_MTK_1207121_Appendix2.pdf http://repository.upi.edu/22748/12/T_MTK_1207121_Appendix3.pdf http://repository.upi.edu/22748/13/T_MTK_1207121_Appendix4.pdf http://repository.upi.edu/22748/14/T_MTK_1207121_Appendix5.pdf http://repository.upi.edu/22748/15/T_MTK_1207121_Appendix6.pdf |