Pembelajaran dengan Pendekatan Explicit Intruction dengan Teknik Scaffolding untuk Meningkatkan Kemampuan Representasi Matematis dan Self-Concept Siswa

Tujuan penelitian ini adalah untuk mendeskripsikan dan menelaah pembelajaran dengan pendekatan explicit intruction teknik scaffolding serta dampaknya terhadap kemampuan representasi matematis dan self-concept siswa. Penelitian ini merupakan penelitian kuasi eksperimen. Adapun desain penelitian yang digunakan adalah desain kelompok kontrol pretes-postes.Populasi penelitian adalah seluruh siswa kelas X di salah satu SMA Negeri di Cibadak dengan sampel dipilih dengan teknik  purposive sampling. Instrumen yang digunakan berupa tes dan angket. Hasil penelitian menunjukkan bahwa peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran dengan pendekatan pendekatan explicit intruction dengan teknik scaffolding lebih baik daripada siswa yang memperoleh pembelajaran konvensional. Hasil angket menunjukkan bahwa self-concep siswa terhadap pembelajaran matematika menggunakan pendekatan explicit intruction dengan teknik scaffolding cenderung positif artinya siswa merespon baik terhadap pembelajaran explicit intruction dengan teknik scaffolding

PENGARUH MODEL PEMBELAJARAN DMR (DISCOURSE MULTY REPRESENTATION) TERHADAP KEMAMPUAN PENALARAN DAN REPRESENTASI MATEMATIS SISWA

ABSTRAK Kemampuan penalaran dan kemampuan representasi dalam pembelajaran matematika sangatlah penting. National Council of Teachers of Mathematics (NCTM) menetapkan lima persyaratan kemampuan yang harus dimiliki oleh siswa dalam pembelajaran matematika, yaitu kemampuan pemecahan masalah, kemampuan komunikasi, kemampuan koneksi, kemampuan penalaran dan kemampuan representasi. Berdasarkan dari hasil pra penelitian, siswa kelas VII di SMPN 32 Bandar Lampung masih memiliki kemampuan penalaran dan representasi matematis yang relatif kurang baik, dimana kebanyakan siswa masih banyak yang mendapatkan nilai dibawah rata-rata. Dari 154 siswa, yang mendapatkan nilai diatas rata-rata hanya ada 24 siswa sedangkan 130 siswa mendapatkan nilai dibawah rata-rata . Peneliti tertarik untuk mempraktikan model pembelajaran yang dapat meningkatkan kemampuan penalaran dan representasi matematis siswa. Tujuan penelitian ini untuk mengevaluasi dampak model pembelajaran DMR (Discourse Multy Representation) terhadap kemampuan penalaran dan representasi matematis siswa. Penelitian ini merupakan jenis penelitian Quasy Ekperiment dengan desain penelitian faktorial 2x2. Sampel penelitian ini adalah siswa SMPN 32 Bandar Lampung kelas VII B dan kelas VII D. Teknik pengambilan sampel yang digunakan adalah rendom sampling. Tes adalah metode yang digunakan dalam pengumpulan data penelitian ini . Dalam penelitian ini uji normalitas, daya beda, tingkat kesukaran, dan homogrnitas merupakan teknik analisis data yang digunakan. Menggunakan Uji (MANOVA) untuk menguji hipotesis dalam penelitian ini. Berdasarkan hasil penelitian dan hitungan uji MANOVA, dapat kesimpulan bahwa terdapat pengaruh model pembelajaran DMR terhadap kemampuan penalaran matematis siswa. Terdapat pengaruh model pembelajaran DMR terhadap kemampuan representasi matematis siswa. Terdapat pengaruh model pembelajaran DMR terhadap kemampuan penalaran dan representasi matematis siswa. Kata kunci : Model Pembelajaran DMR (Discourse Multy Representation), Kemampuan Penalaran Matematis, Kemampuan Representasi Matematis. iv ABSTRACT In order to acquire mathematics, reasoning and representational skills are crucial. Students must meet five mathematical ability requirements, according to the National Council of Teachers of Mathematics (NCTM), which include problem-solving abilities, communication skills, connection skills, reasoning abilities, and representation abilities. The reasoning skills and mathematical representations of seventh grade junior high school students at SMPN 32 Bandar Lampung are still relatively low, according to the results of the pre-research. Out of 154 students, only 24 students received scores above the average, while 130 students received scores below the average. Researchers are interested in putting learning models into practice that might enhance students' mathematical representations and reasoning skills. The aim of this study was to examine how students' mathematical representations and reasoning skills were affected by the DMR (Discourse Multirepresentation) learning paradigm. With a 2x2 factorial research design, this study is a particular kind of quasi-experiment. Students from SMPN 32 Bandar Lampung's classes VII B and VII D made up the study's sample. Random sampling is the method that is employed. The test is the method used in this study's data collecting. In this study, the normalcy test, discriminating power, level of difficulty, and homogeneity were employed as data analysis techniques. In this study, the Multivariate Analysis of Variance (MANOVA) Test was utilized to test the hypothesis. The MANOVA test counts and study findings led to the conclusion that the DMR learning model had an impact on students' mathematical reasoning skills. Students' capacities for mathematical representation are influenced by the DMR learning paradigm. The DMR learning paradigm has an impact on how students reason and represent mathematics.Keywords: DMR (Discourse Multirepresentation) Learning Model, Mathematical Reasoning Ability, Mathematical Representation Abilit

The Coordination of Multiple Mathematical Representations for Algebraic Functions in Secondary Mathematics Textbooks: A Content Analysis

Utilizing mathematical representations makes mathematical processes and thinking visible for the observer as well as the individual doing the mathematics. Mathematical representations have multifaceted meaning and is a critical area of research in mathematics education because of its role in conceptual understanding. Specifically, the Coordination of Multiple Mathematical Representations (CMMR) incorporates the mathematical practices and reasoning and communication skills. This study used content analysis to investigate CMMR for the study of algebraic functions in secondary mathematics textbooks during five eras of mathematics education in the U.S. from 1896 through 2016: Pre-New Math, New Math, Back-to-Basics, Standards Based Math/No Child Left Behind, and Common Core State Standards. Illustrating mathematical concepts using multiple representations is at the heart of conceptual understanding and mathematical communication. The findings of this analysis provide insight into the extent to which the analyzed textbooks utilize CMMR and to the quality of their included representations\u27 aesthetics conducive to connection-making and appeal. All the textbooks analyzed displayed mathematical representations specific to the study of functions, the majority of which were used to develop procedural fluency. The use of multiple mathematical representations to promote and encourage conceptual understanding was observed 29 times more for the Common Core State Standards era than for all other eras combined. Disappointingly, only a very small proportion (2.46%) of all mathematical representations were deemed CMMR (one observation from the first four eras and 37 from the last era). Expansion of this work is essential