PENINGKATAN KEMAMPUAN KOMUNIKASI DAN REPRESENTASI MATEMATIS MELALUI STRATEGI PEMBELAJARAN THINK-TALK-WRITE SERTA PENGARUHNYA TERHADAP SELF CONFIDENCE SISWA SMA.

• Main Author: Irma Noor Atikah, - (Author)
• Format: Book
• Published: 2019-08-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/38020/1/T_MTK_1706327_Title.pdf; http://repository.upi.edu/38020/2/T_MTK_1706327_Chapter1.pdf; http://repository.upi.edu/38020/3/T_MTK_1706327_Chapter2.pdf; http://repository.upi.edu/38020/4/T_MTK_1706327_Chapter3.pdf; http://repository.upi.edu/38020/5/T_MTK_1706327_Chapter4.pdf; http://repository.upi.edu/38020/6/T_MTK_1706327_Chapter5.pdf; http://repository.upi.edu/38020/7/T_MTK_1706327_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan komunikasi dan representasi matematis serta self confidence antara siswa yang mendapatkan strategi pembelajaran Think-Talk-Write dan yang mendapatkan strategi pembelajaran konvensional ditinjau dari keseluruhan, KAM tinggi, sedang dan rendah. Penelitian ini menggunakan desain pretest posttest control group. Populasi pada penelitian ini adalah seluruh siswa kelas 10 di sebuah SMA di kota Bandung dengan sampelnya yaitu 30 orang siswa untuk kelas eksperimen dan 33 orang siswa untuk kelas kontrol. Hasil penelitian menunjukkan: i) Terdapat perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang mendapatkan strategi pembelajaran Think-Talk-Write dan strategi konvensional ditinjau secara keseluruhan dan KAM sedang; ii) Tidak terdapat perbedaan peningkatan kemampuan representasi matematis antara siswa yang mendapatkan strategi pembelajaran Think-Talk-Write dan strategi konvensional ditinjau secara keseluruhan dan KAM; iii) Self confidence siswa yang mendapatkan pembelajaran dengan strategi Think-Talk-Write tidak berbeda secara signifikan dengan siswa yang mendapatkan pembelajaran dengan strategi konvensional. This study aims to analyze the enhancement of mathematical ability of communication and representations and also self-confidence between students who get the Think-Talk-Write learning strategies and conventional learning strategies in terms of: overall and the initial abilities in mathematics (IAM). This study used a pretest posttest control group design. The population in this study were all of 10th grade students at a school in Bandung with the sample: 30 students for the experimental class and 33 students for the control class. The results showed that: i) there are differences in the enhancement of mathematical communication ability between students who get the Think-Talk-Write learning strategies and conventional strategies in terms of: overall and in the middle group of IAM; ii) there is no difference in the enhancement of mathematical representation ability between students who get the Think-Talk-Write learning strategies and conventional strategies in terms of: overall and all group of IAM; iii) self-confidence of students who get Think-Talk-Write learning strategies and conventional learning strategies is not significantly different.