4.1.1.3 Implementation Measures Phase I 70
4.1.1.4 Observation and Evaluation Phase I 76
4.1.1.5 Reflection Phase I 85
4.1.2 The Result of Research in Cycle II 90
4.1.2.1 Problem II 91
4.1.2.2 Action Plane Phase II 91
4.1.2.3 Implementation Measures Phase II 91
4.1.2.4 Observation and Evaluation Phase II 97
4.1.2.5 Reflection Phase II 111
4.2 Research Findings
117 4.3
Research Discussion 118
4.3.1 Students’ Mathematical Communication Ability
118 4.3.2
Students’ Attitude Toward The Mathematical Learning 119
4.4 Limitations of Research
121
CHAPTER V CONCLUSSION AND SUGGESTION 122
5.1 Conclussion
122 5.2
Suggestion 123
REFERENCES 125
LIST OF FIGURE
Page Figure 1.1
Student ’s Answer for The First Problem
5 Figure 1.2
Student ’s Answer for The Second Problem
6 Figure 1.3
Student ’s Answer for The Third Problem
7 Figure 2.1
The Relation of Communicator and Communicant 14
Figure 2.2 Scheme of Mathematical Communication Ability
19 Figure 3.1
CAR’S Cycle of Kemmis Model 43
Figure 3.2 The Steps in CAR Based on Arikunto
44 Figure 3.3
CAR’S Procedures Based on PGSM 47
Figure 4.1 Teacher’s Activity Guide the Student in Meeting 1
Cycle I 71
Figure 4.2 Process of Students’ Answer in SAS 1 Question 2 and 3 72
Figure 4.3 Students’ Activity in Presentig the Results Discussion
Cycle I 73
Figure 4.4 T
eacher’s Activity Guide the Student in Meeting 2 Cycle I 74 Figure 4.5
Process of Students’ Answer in SAS 2 Problem 5 75
Figure 4.6 Pie Chart of Persentation
from Students’ Mathemtical Communication Ability Level in Cycle I
82 Figure 4.7
Pie Chart of Students’ Learning Complete in Cycle I 83
Figure 4.8 T
eacher’s Activity Guide the Student 2 Cycle II 93
Figure 4.9 Process of Students’ Answer in SAS 3 Problem 2
93 Figure 4.10
Students’ Activity to Present the Result in Cycle 2 94
Figure 4.11 Process of Students’ Answer in SAS 4 Problem 4
96 Figure 4.12
Pie Chart of Persentation from Students’ Mathemtical
Communication Ability Level in Cycle II 107
Figure 4.13 Pie Chart of Students’ Learning Complete in Cycle II
108
LIST OF APPENDIX
Page
Appendix 1
A.1. Lesson Plan
128 A.2.
Students’ Activity Sheet SAS 163
Appendix 2 184
B.1. The Blue Print of Students’ Mathematical Communication
Ability Test I 185
B.2. Students’ Mathematical Communication Ability Test I
186 B.3.
Alternative Solution of Students’ Mathematical Communication Ability Test I
189 B.4.
The Blue Print of Students’ Mathematical Communication Ability Test II
195 B.5
Students’ Mathematical Communication Ability Test II 196
B.6 Alternative Solution of Students’ Mathematical Communication
Ability Test II 199
B.7 The Blue Print of Attitude’s Scale to Mathematics Learning
205 B.8
Students’ Attitude Sheet Toward Mathematics Learning 206
B.9. Observation Sheet of Teacher’s Activity
208 B.10.
Observation Sheet of Students’ Activity 224
B.11. Interview Sheet 232
Appendix 3 233
C.1. The Validation Result of Students’ Mathematical Communication
Test in Cycle I 234
C.2. The Validation Result of Students’ Mathematical Communication
Test in Cycle II 240
Appendix 4 246
D.1. The Result of Mathematical Communication Ability Test
In Cycle I 247
D.2. The Result of Mathematical Communication Ability Test
In Cycle II 249
D.3. The Calculation of Gain Ternormalization
251 D.4.
The Result of Teacher’s Activity Observation in Cycle I 252
D.5. The Result of Teacher’s Activity Observation in Cycle II
253 D.6.
The Result of Students’ Activity Observation in Cycle I
254 D.7.
The Result of Students’ Activity Observation in Cycle II 255
D.8. The Result of Students’ Attitude to learning in Cycle I
256 D.9.
The Result of Students’ Attitude to learning in Cycle II 260
D.10. Lis t of Students’ Name
264 D.11. Documentation
265
1
CHAPTER I INTRODUCTION
1.1. The Background of The Problems
Education is a very important sector to increase the progress of a country. By using education, then a country can create the qualified human resources and
able to compete in the era of globalization. This is in accordance with the Law Number 20 in 2003 about the national education state that the national education
serves to develop skills and to form the character and dignity nation’s civilization in
order to achieve the life of the nation, aims to develop the potential of students to become a faith human and fear of Almighty God, noble, healthy, smart, skilled,
creative, independent, and become democratic and responsibility citizens. Indonesia will always effort to improve the quality of education.It seems
had not given the satisfactory results in the eyes of the world. Based on the data in Eduacation For All EFA Global Monitoring Report 2011 that out of UNESCO in
http: azharmind.olwordpress.com 2012 02 kualitas-pendidikan-indonesia- rangking. html : Indonesia is ranked 69
th
of 127 countries in the world with the acquisition of educational development index or Education Development Index
EDI is 0.934. Also based on the global league table published by Pearson Education firm in http : www.bbc.co.uk indonesia majalah 2012 11
121127_education_ranks.shtml Indonesia is in the lowest position with Mexico and Brazil. This rank combines the international test results and data such as
graduation rates between 2006 and 2010. Seeing the poor conditions in education, government needs to give special attention and to make the latest breakthrough in
order to the education in Indonesia is not underestimated by the world. Mathematics as one of the subjects taught from primary school to university
is the foundation and framework of science and technology development that can be used to achieve the educational goals. In the content standards for elementary
and secondary education units Regulation of National Education Minister Number
22 of 2006 dated 23
rd
May 2006 about the content standards stated that math needs to be given to all students start from elementary school to equip
students with the ability of think logically, analytical, systematic, critical, and creative, also the cooperate ability. The competencies required so that students have
the ability to acquire, manage, analyze, and implement an information for surviving in the competitive situation.
Recently mathematics always considered the scary lessons and tend to memorize formulas so that in the students
’ soul already entrenched about the assumptions , this cause
the students’ interest and attrachted to mathematics lesson are low . Whereas the interest of students to mathematics can be a major thing to
develop a desire in learning mathematics , and with the interest is expected to expected to be a tendency of positive attitude towards mathematics in order to
reach learning achievement in mathematics . The fact of the Trends research in Mathematics and Science Study TIMSS , 2012 followed by Indonesia
n’s students of eighth grade in 2011 . The sssessment conducted by the International
Association for the Evaluation of Educational Achievement Study Center Boston College, followed by 600,000 students from 63 countries. Indonesia have the ranks
38
th
with a score of 386 from 42 countries whose students tested for mahematics. Indonesian student learning achievement in mathematics is decreased. Indonesian
students still dominant in the low level, or more on the ability of memorian in learning science and mathematics, teachers are authoritarian by his trust in formulas
or mathematical knowledge that already exists .Whereas, learning mathematics should develop a logical, reasoning, argue, and can convince the others. However
this is still less developed in mathematics education in schools. This shows that there should be a change or improvement innovation for better results .
Many factors that cause the mathematical achievement of students in Indonesia is low, one of the, it has not optimized
the students’ mathematical communication skills. This is accordance with the research done by setiayadi Esrah
