PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-EFFICACY SISWA SMA MENGGUNAKAN MODEL RECIPROCAL TEACHING
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Institusion
Universitas Pendidikan Indonesia
Author
Anggi Lestari, -
Subject
L Education (General)
Datestamp
2023-09-01 08:31:26
Abstract :
Penelitian ini bertujuan untuk menganalisis kualitas peningkatan kemampuan komunikasi matematis, membandingkan perbedaan peningkatan kemampuan komunikasi matematis dan perbedaan pencapaian self-efficacy siswa SMA menggunakan model reciprocal teaching dan direct instruction. Jenis penelitian ini adalah penelitian eksperimen dengan metode penelitian kuasi eksperimen. Desain penelitian yang digunakan adalah pretest-posttest nonequivalent control group design dan postresponse only nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X di salah satu SMA Negeri yang ada di kota Bandung Tahun Ajaran 2022/2023. Sampel penelitian yang digunakan sebanyak dua kelas yang dipilih dengan teknik purposive sampling yaitu satu kelas eksperimen yang memperoleh model reciprocal teaching dan satu kelas kontrol yang memperoleh model direct instruction. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes kemampuan komunikasi matematis pada materi fungsi kuadrat dan instrumen non-tes self-efficacy. Hasil penelitian menunjukan: (1) Kualitas peningkatan kemampuan komunikasi matematis siswa SMA yang memperoleh model reciprocal teaching termasuk kategori sedang; (2) Peningkatan kemampuan komunikasi matematis siswa SMA yang memperoleh model reciprocal teaching lebih tinggi dibandingkan dengan siswa yang memperoleh model direct instruction; (3) Self-efficacy siswa SMA yang memperoleh model reciprocal teaching lebih tinggi dibandingkan dengan siswa yang memperoleh model direct instruction. This study aims to analyze the quality of improving mathematical communication ability, to compare differences in improving mathematical communication ability and differences in the achievement of self-efficacy of high school students using reciprocal teaching and direct instruction models. This method of research is experimental research with quasi-experimental. The research design used was a pretest-posttest nonequivalent control group design and postresponse only nonequivalent control group design. The population in this study were all students of class X at one of the high schools in the city of Bandung for the 2022/2023 academic year. The research sample used was two classes selected by purposive sampling, namely one experimental class that received the reciprocal teaching model and one control class that received the direct instruction model. The instruments used in this research are mathematical communication ability test instruments on quadratic functions and questionnarie self-efficacy. The results showed: (1) The quality of improving the mathematical communication ability of high school students who obtained the reciprocal teaching model was in the currently category; (2) The increase in the mathematical communication ability of high school students who receive reciprocal teaching model learning is higher than that of students who receive direct instruction models; (3) The self-efficacy of high school students who receive reciprocal teaching model is higher than that of students who receive direct instruction models.
Penelitian ini bertujuan untuk menganalisis kualitas peningkatan kemampuan komunikasi matematis, membandingkan perbedaan peningkatan kemampuan komunikasi matematis dan perbedaan pencapaian self-efficacy siswa SMA menggunakan model reciprocal teaching dan direct instruction. Jenis penelitian ini adalah penelitian eksperimen dengan metode penelitian kuasi eksperimen. Desain penelitian yang digunakan adalah pretest-posttest nonequivalent control group design dan postresponse only nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X di salah satu SMA Negeri yang ada di kota Bandung Tahun Ajaran 2022/2023. Sampel penelitian yang digunakan sebanyak dua kelas yang dipilih dengan teknik purposive sampling yaitu satu kelas eksperimen yang memperoleh model reciprocal teaching dan satu kelas kontrol yang memperoleh model direct instruction. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes kemampuan komunikasi matematis pada materi fungsi kuadrat dan instrumen non-tes self-efficacy. Hasil penelitian menunjukan: (1) Kualitas peningkatan kemampuan komunikasi matematis siswa SMA yang memperoleh model reciprocal teaching termasuk kategori sedang; (2) Peningkatan kemampuan komunikasi matematis siswa SMA yang memperoleh model reciprocal teaching lebih tinggi dibandingkan dengan siswa yang memperoleh model direct instruction; (3) Self-efficacy siswa SMA yang memperoleh model reciprocal teaching lebih tinggi dibandingkan dengan siswa yang memperoleh model direct instruction. This study aims to analyze the quality of improving mathematical communication ability, to compare differences in improving mathematical communication ability and differences in the achievement of self-efficacy of high school students using reciprocal teaching and direct instruction models. This method of research is experimental research with quasi-experimental. The research design used was a pretest-posttest nonequivalent control group design and postresponse only nonequivalent control group design. The population in this study were all students of class X at one of the high schools in the city of Bandung for the 2022/2023 academic year. The research sample used was two classes selected by purposive sampling, namely one experimental class that received the reciprocal teaching model and one control class that received the direct instruction model. The instruments used in this research are mathematical communication ability test instruments on quadratic functions and questionnarie self-efficacy. The results showed: (1) The quality of improving the mathematical communication ability of high school students who obtained the reciprocal teaching model was in the currently category; (2) The increase in the mathematical communication ability of high school students who receive reciprocal teaching model learning is higher than that of students who receive direct instruction models; (3) The self-efficacy of high school students who receive reciprocal teaching model is higher than that of students who receive direct instruction models.
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