PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP DENGAN PEMBELAJARAN AUDITORY INTELLECTUALLY REPETITION (AIR) - Intan Krisdian Damayanti, - (2019)
Penelitian ini bertujuan untuk menganalisis apakah peningkatan kemampuan komunikasi matematis siswa SMP yang memperoleh pembelajaran Auditory Intellectually Repetition (AIR) lebih tinggi daripada siswa yang memperoleh pembelajaran direct instruction serta menganalisis bagaimana sikap siswa terhadap pembelajaran matematika yang menggunakan pembelajaran Auditory Intellectually Repetition (AIR). Penelitian ini menggunakan metode kuasi eksperimen dengan desain penelitian Non equivalen Pretest-Posttest Control Group Design. Populasi dalam penelitian ini adalah siswa salah satu SMP Negeri di Kota Bandung. Sampel dalam penelitian ini sebanyak dua kelas, dengan kelas eksperimen sebanyak 28 orang dan kelas kontrol sebanyak 28 orang. Teknik pengambilan sampel dalam penelitian ini purposive sampling. Hasil penelitian menunjukkan bahwa peningkatan kemampuan komunikasi matematis yang memperoleh model pembelajaran Auditory Intellectually Repetition (AIR) lebih tinggi daripada siswa yang memperoleh pembelajaran langsung, serta sikap siswa terhadap model pembelajarn Auditory Intellectually Repetition (AIR) cukup baik.---------This study aims to analyze whether an increase in mathematical communication skills of junior high school students who get Auditory Intellectually Repetition (AIR) learning higher than students who get direct instruction learning and analyze how student's attitudes towards mathematics learning using Auditory Intellectually Repetition (AIR) learning. This study used quasi-experimental method with Non Equivalent Pretest-Posttest Control Group Design research design. The population in this study were students from one of the junior high schools in Bandung. The sample in this study were two classes, with 28 students as experiment classes and 28 students as control classes.The sampling technique in this study was purposive sampling. The results showed that the increase in mathematical communication skills of junior high school students who get Auditory Intellectually Repetition (AIR) learning higher than students who get direct instruction learning, and student's attitudes towards mathematics learning using Auditory Intellectually Repetition (AIR) learning were quite good.