2.1.8. Learning Theory Support 30
2.1.8.1. Learning Theory Support by Vygotsky 30
2.1.8.2. Learning Theory Support by Brunner 31
2.2. Conceptual Framework
33 2.3.
Action Hypothesis
35
CHAPTER III RESEARCH METHODOLOGY
36
3.1. Location and Time of Research
36 3.2.
Population and Sample of Research 36
3.3. Variable of Research
36 3.3.1.
Independent Variable 37
3.3.2. Dependent Variable
37 3.4.
Type and Design of Research 37
3.5. Procedure of Research
37 3.6.
Instrument of Research 40
3.6.1. Initial Test 40
3.6.2. Observation Sheet 40
3.6.3. Test of Mathematical Representation Ability of Students 40
3.6.3.1. Validity of Test 43
3.6.3.2. Reliability of Test 45
3.7. Data Analysis Technique 46
3.7.1 Observation Sheet
46 3.7.2
Normalized Gain N- Gain 47
3.7.3 Normality Test
48 3.7.4
Homogenous Test 48
3.7.5 Hypotheses Test
49
CHAPTER IV RESULT AND DISCUSSION 51
4.1. Result of Research
4.1.1. The Description of Students’ Mathematical Representation Ability
51 4.1.2. Analysis of Research Data
56 4.1.2.1. Normality Test
56 4.1.2.2. Homogeneity Test
59 4.1.2.3. Compare Means Test One Tailed
61 4.1.2.4. Analysis of Observation Sheet
64 4.2.
Discussion of Research 66
4.2.1. Students’ Mathematical Representation Ability 66
4.2.2. The Learning Process which Support Research Result 68
CHAPTER V CONCLUSION AND SUGGESTION 70
5.1 Conclusion 70
5.2 Suggestion 70
REFFERENCE
71 APPENDICES
74
LIST OF TABLES
Page Table 2.1.
Indicator of Mathematical Representation Ability Table 2.2. The Syntaxes of Cooperative Learning
17 20
Table 2.3. Award Criteria Group
24 Table 2.4.
The Comparison Between Cooperative Learning type Teams Games Tournament and Conventional Learning
24 Table 2.5
The Syntaxes of Conventional Learning Table 2.6. The Comparison between Cooperative Learning Model Type
Teams Games Tournament and Conventional Learning 28
29
Table 3.1 The Blueprint of Mathematical Representation Ability Problem
41 Table 3.2.
The Rubric of Mathematical Representation Ability Problem 42
Table 3.3. Classification of Validity Interpretation
44 Table 3.4.
Validity Testing of Each Instrument test Pretest
44 Table 3.5.
Validity Testing of Each Instrument Test Posttest 45
Table 3.6. Classification of Reability Interpretation
Table 3.7 Criteria of Observation Sheet Table 3.8. Criteria of Gain Index
Table 4.1 Pretest of Mathematical Representation Ability Table 4.2 Posttest of Mathematical Representation Ability
Table 4.3 N-Gain of Mathematical Representation Ability Table 4.4 The Result of Normality Test For Pretest
Table 4.5 The Result of Normality Test For Posttest Table 4.6 The Result of Normality Test For N-Gain
Table 4.7 The Result of Homogeneity Test For Pretest Table 4.8 The Result of Homogeneity Test For Posttest
Table 4.9 The Result of Homogeneity Test For N-Gain Table 5.0 The Result of Hypothesis Test for Posttest
Table 5.1. The Result of Hypothesis Test for N-Gain Table 5.2. The Observation Results of Teacher Activity in Classroom
Table 5.3. The Observation Results of Students Activity in Classroom 46
47 48
52 53
53 57
57 58
59 60
60 62
63 64
65
ix
LIST OF FIGURES
Page Figure 1.1. Observation Result of Student’s Answer Number One
5 Figure 1.2.
Observation Result of Student’s Answer Number Two 5
Figure 1.3. Observation Result of Student’s Answer Number Three
6 Figure 2.1.
The Relationship
between Internal
and External
Representation in Developing Child’s Understanding of the Concept of Numeracy
Figure 2.2. Placement of Table Tournament Figure 2.2. The Relationship between Teams Games Tournament and
Student’s Mathematical Representation Ability Figure 3.1. Procedure of Research
Figure 4.1. The Diagram of Students’ Mathematical Representation Ability Pretest
Figure 4.2. The Diagram of Students’ Mathematical Representation Ability Posttest
Figure 4.3. The Diagram of Students’ Mathematical Representation Ability N-Gain
15 23
26 39
54
55 55
LIST OF APPENDICES
Appendix 1 The Blueprint of Mathematical Representation Ability Initial
Test 74
Appendix 2 Initial Test of Mathematical Representation Ability
75 Appendix 3
Alternative Solution of Mathematical Representation Ability 77
Appendix 4 Lesson Plan of Experiment Class Meeting 1
79 Appendix 5
Lesson Plan of Experiment Class Meeting 2 89
Appendix 6 Lesson Plan of Experiment Class Meeting 3
97 Appendix 7
Student Activity Sheet Meeting 1 104
Appendix 8 Student Activity Sheet Meeting 2
110 Appendix 9
Student Activity Sheet Meeting 3 121
Appendix 10 Problem of Games Tournament Meeting 1 128
Appendix 11 Problem of Games Tournament Meeting 2 132
Appendix 12 Problem of Games Tournament Meeting 3 138
Appendix 13 Lesson Plan of Control Class 1 143
Appendix 14 Lesson Plan of Control Class 2 147
Appendix 15 Lesson Plan of Control Class 3 151
Appendix 16 Blueprint of Research Instrument 155
Appendix 17 Mathematical Representation Ability Test Pretest 156
Appendix 18 The Alternative Solution of Mathematical Representation Ability Test Pretest
159 Appendix 19 Mathematical Representation Ability Test Posttest
163 Appendix 20 The Alternative Solution of Mathematical Representation
Ability Test Posttest 166
Appendix 21 Scoring Guideline of Mathematical Representation Ability Test
170
Appendix 22 Data Distribution of Experiment Class 172
Appendix 23 Data Distribution of Control Class 173
Appendix 24 N-Gain Criteria of Experiment Class 174
Appendix 25 N-Gain Criteria of Control Class 175
Appendix 26 Validity Test Pretest 176
Appendix 27 Reliability Test Pretest 181
Appendix 28 Validity Test Posttest 183
Appendix 29 Reliability Test Posttest 188
Appendix 30 Normality Test 190
Appendix 31 Homogeneity Test 193
Appendix 32 Hypothesis Test 196
Appendix 33 The Value of r-Product Moment 201
Appendix 34 Table of Critical Value in Kolmogorov
– Smirnov Test
202 Appendix 35 The Value of t-Distribution
203 Appendix 36 Research Documentation
Appendix 37 Requirement Letters 204
215
CHAPTER I INTRODUCTION
