MODEL COMPREHENSIVE MATHEMATICS INSTRUCTION (CMI) UNTUK MENINGKATKAN KEMAMPUAN MATHEMATICAL THINKING DAN MATHEMATICS SELF-CONCEPT SISWA SMA - Delima, Nita (2019)
Beberapa fakta yang terjadi di lapangan, khususnya pada pembelajaran matematika di SMA, menunjukkan bahwa kemampuan mathematical thinking serta mathematics self-concept(MSC)siswa masih tergolong rendah.Oleh karena itu, perlu ada suatu upaya untuk meningkatkan kedua variabel tersebut, mengingat kedua variabel tersebut sangat penting dalam menunjang keberhasilan akademik siswa, terutama dalam mata pelajaran matematika. Penelitian ini membahas tentangpenerapanmodel comprehensive mathematics instruction(CMI) dalam pembelajaran matematika sebagai upaya meningkatkan kemampuan mathematical thinkingdan MSCsiswa.Penelitianinimerupakan penelitian kuasi eksperimen. Sampeldiambil secara purposif dari populasisiswa SMAyang adadi Kabupaten Subang.Instrumen yang digunakan dalam penelitian terdiri dari instrumen teskemampuan mathematical thinking, angket MSCdan lembar observasi. Kemampuan mathematical thinkingdibangun oleh empat aspek penting, yakni specializing, generalizing, conjecturingdan convincing.Model CMI merupakan model pembelajaran yang mengakomodasi tiga tahapan yakni develop, solidifydan practice. Setiap tahapan tersebut, memberikan kesempatan kepada siswa untuk mengembangkan aspek specializing, generalizing, conjecturingdan convincing. Hasil penelitian menunjukkan bahwa model CMIdapat meningkatkankemampuan mathematical thinkingsiswa.Selain itu, model CMI juga mampu meningkatkan MSCsiswa, karena model CMI memberikan banyak kesempatan kepada siswa untuk berperan aktif dalam bertanya, menjelaskan jawaban soal matematis yang diperolehnya, maupun mentransfer pengetahuan yang mereka miliki dengan teman sekelasnya. Dengan demikian, model CMI layak untuk dijadikan sebagai salah satu inovasi dalam pembelajaran matematika.; Some facts that occur in the field, especially in learning mathematics in high school, show that students' mathematical thinking and mathematics self-concept abilities are still relatively low. Therefore, there needs to be an effort to improve both of these variables, considering that these two variables are very important in supporting students' academic success, especially in mathematics. This study discusses the application of the comprehensive mathematics instruction (CMI) model in mathematics learning as an effort to improve students' mathematical thinking abilities and mathematics self-concept. This research is a quasi-experimental study. Samples were taken purposively from the population of high school students in Subang. The instrument used in the study consists of mathematical thinking ability test, mathematics self-concept questionnaires and observation sheets. Mathematical thinking is built on four important aspects, namely, specializing, generalizing, conjecturing and convincing. The CMI model is a learning model that accommodates three stages, namely develop, solidify and practice. Each of these stages, provides opportunities for students to develop aspects of specializing, generalizing, conjecturing and convincing. The results shows that the CMI model can improve students' mathematical thinking skills. In addition, the CMI model is also able to improve students' mathematics self-concept, because the CMI model provides many opportunities for students to play an active role in asking questions, explaining the answers to mathematical questions they obtain, and transferring the knowledge they have with their classmates. Thus, the CMI model is feasible to be used as one of the innovations in mathematics learning.