Peningkatan Kemampuan Komunikasi Matematis dan Self-Efficacy Siswa Kelas VIII SMP dengan Pembelajaran Auditory Intellectually Repetition (AIR)

• Main Author: Dika Nurmayanti, - (Author)
• Format: Book
• Published: 2022-08-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/82195/1/S_MAT_1805526_Title.pdf; http://repository.upi.edu/82195/2/S_MAT_1805526_Chapter1.pdf; http://repository.upi.edu/82195/3/S_MAT_1805526_Chapter2.pdf; http://repository.upi.edu/82195/4/S_MAT_1805526_Chapter3.pdf; http://repository.upi.edu/82195/5/S_MAT_1805526_Chapter4.pdf; http://repository.upi.edu/82195/6/S_MAT_1805526_Chapter5.pdf; http://repository.upi.edu/82195/7/S_MAT_1805526_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Tulisan ini berupa hasil penelitian yang bertujuan untuk mengetahui peningkatan kemampuan komunikasi matematis dan self-efficacy siswa yang memperoleh pembelajaran Auditory Intellectually Repetition (AIR) dan siswa yang memperoleh pembelajaran konvensional serta untuk mengetahui korelasi antara kemampuan komunikasi matematis dan self-efficacy siswa yang memperoleh model pembelajaran Auditory Intellectually Repetition (AIR) dan siswa yang memperoleh model pembelajaran konvensional. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Dalam penelitian ini digunakan desain kelompok kontrol non-ekuivalen pretes-postes. Populasi penelitian ini adalah seluruh siswa kelas VIII di salah satu SMP Negeri di Kota Bandung semester ganjil tahun ajaran 2022/2023. Sampel dipilih menggunakan teknik sampling purposive sehingga terpilih sebanyak dua kelas sebagai kelas eksperimen dan kelas kontrol. Data kemampuan komunikasi matematis diperoleh menggunakan tes sedangkan data self-efficacy diperoleh dengan menggunakan angket dan lembar observasi. Hasil penelitian menunjukkan: (1) Peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran AIR lebih tinggi secara signifikan dari siswa yang memperoleh pembelajaran konvensional; (2) Self-Efficacy siswa yang memperoleh pembelajaran AIR lebih tinggi secara signifikan dari siswa yang memperoleh pembelajaran konvensional; (3) Terdapat korelasi positif dan signifikan antara kemampuan komunikasi matematis dan self-efficacy siswa yang memperoleh pembelajaran AIR; dan (4) Tidak terdapat korelasi positif dan signifikan antara kemampuan komunikasi matematis dan self-efficacy siswa yang memperoleh pembelajaran konvensional. Kata Kunci: Kemampuan Komunikasi Matematis, Self-Efficacy, Pembelajaran Auditory Intellectually Repetition (AIR). This paper is the result of research that aims to determine the improvement in mathematical communication skills and self-efficacy of students who received the Auditory Intellectually Repetition (AIR) learning model and students who received the conventional learning model and to determine the correlation between mathematical communication skills and self-efficacy of students who received the Auditory Intellectually Repetition (AIR) learning model and students who get conventional learning model. This study uses a quantitative approach with a quasi-experimental method. In this study, a non-equivalent pretest-posttest control group design is used. The population of this study are all eighth-grade students from a middle school in Bandung City on 2022/2023 academic year. The sample is selected using purposive sampling technique therefore that two classes are selected as the experimental class and the control class. Mathematical communication skills data were obtained using tests while self-efficacy data were obtained using questionnaires and observation sheets. The results showed: (1) The improvement of students' mathematical communication skills who received AIR learning model are significantly higher than students who received conventional learning model; (2) Self-Efficacy of students who receive AIR learning model is significantly higher than students who receive conventional learning model; (3) There is a positive and significant correlation between mathematical communication skills and self-efficacy of students who receive the AIR learning model; and (4) there is no positive and significant correlation between mathematical communication skills and self-efficacy of students who receive conventional learning model. Keywords: Mathematical Communication Ability, Self-Efficacy, Auditory Intellectually Repetition (AIR) Learning Model.