PENERAPAN PENDEKATAN MODEL ELICITING ACTIVITIES (MEAs) UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMP

• Main Author: Pratiwi, Dwi Endah (Author)
• Format: Book
• Published: 2013-08-22.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/627/11/S_MAT_0900779_TITLE.pdf; http://repository.upi.edu/627/2/S_MAT_0900779_ABSTRACT.pdf; http://repository.upi.edu/627/3/S_MAT_0900779_TABLE%20OF%20CONTENT.pdf; http://repository.upi.edu/627/4/S_MAT_0900779_CHAPTER1.pdf; http://repository.upi.edu/627/5/S_MAT_0900779_CHAPTER2.pdf; http://repository.upi.edu/627/6/S_MAT_0900779_CHAPTER3.pdf; http://repository.upi.edu/627/7/S_MAT_0900779_CHAPTER4.pdf; http://repository.upi.edu/627/8/S_MAT_0900779_CHAPTER5.pdf; http://repository.upi.edu/627/9/S_MAT_0900779_BIBLIOGAPHY.pdf; http://repository.upi.edu/627/10/S_MAT_0900779_APPENDIX.pdf
• Keywords: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam; Program Studi Pendidikan Matematika

Penelitian ini dilatarbelakangi oleh kemampuan representasi matematis siswa SMP yang masih rendah. Oleh sebab itu, perlu upaya penerapan pembelajaran yang mampu mengeksplorasi kemampuan berpikir siswa, yaitu pembelajaran dengan pendekatan Model Eliciting Activities (MEAs). Metode penelitian ini adalah eksperimen kuasi dengan desain penelitian nonequivalent control group design. Tujuan penelitian ini adalah untuk mengetahui: 1) perbedaan peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran MEAs dengan siswa yang memperoleh pembelajaran konvensional; 2) kualitas peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran MEAs dan siswa yang memperoleh pembelajaran konvensional; dan 3) respon siswa terhadap pembelajaran MEAs. Indikator kemampuan representasi matematis yang diteliti, yaitu: 1) representasi visual; 2) persamaan matematis; dan 3) kata-kata. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII di salah satu SMP Negeri di Kota Bandung. Dari populasi tersebut, dipilih dua kelas sebagai sampel penelitian. Pokok bahasan yang dijadikan materi ajar adalah bangun ruang meliputi prisma dan limas. Instrumen yang digunakan adalah tes kemampuan representasi matematis, angket, jurnal harian, dan lembar observasi. Berdasarkan analisis terhadap hasil penelitian, dapat disimpulkan bahwa: 1) peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran MEAs lebih baik daripada siswa yang memperoleh pembelajaran konvensional; 2) kualitas peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran MEAs berada pada kriteria sedang sedangkan siswa yang memperoleh pembelajaran konvensional berada pada kriteria rendah; dan 3) respon siswa positif terhadap pembelajaran MEAs. Kata kunci: Pendekatan Model Eliciting Activities (MEAs), Kemampuan Representasi Matematis, Respon The background of this research was the lack of junior high school students' mathematical representation ability. Therefore, it needed learning application effort which could explore students thinking ability, which was learning with Model Eliciting Activities (MEAs) approach. This research methodology was quasi-experimental with nonequivalent control group design. This research aims were to find: 1) The difference of the students' mathematical representation ability between students who get MEAs learning and students who get conventional learning; 2) The quality of the students' mathematical representation ability between students who get MEAs learning and students who get conventional learning; and 3) The students' responses towards MEAs learning. The indicators of mathematical representation ability that has been studied were: 1) visual representation; 2) mathematical equations; and 3) words. The population in this research was all of the 8th grade students at one of the public junior high school in Bandung. From that population, two classes were chosen to be research sample. The teaching material that used was geometry which covered prism and pyramid. The instruments that used were mathematical representation ability test, questionnaire, daily journal, and observation sheet. Based on the analysis towards research findings, it concluded that: 1) The improvement of students' mathematical representation ability who got MEAs learning was better that students who got conventional learning; 2) The quality of students' mathematical improvement ability improvement who got MEAs learning was in middle criteria, while students' who got conventional learning was in low criteria; and 3) students' responses towards MEAs learning were positive. Key words: Model Eliciting Activities (MEAs) approach. Mathematical Representation Ability, Response