THE IMPLEMENTATION OF GROUP INVESTIGATION LEARNING MODEL TO IMPROVE THE STUDENTS MATHEMATICAL COMMUNICATION ABILITY OF EIGHT GRADE SMP N 4P.SIANTAR ACADEMIC YEAR 2014/2015.
THE IMPLEMENTATION OF GROUP INVESTIGATION LEARNING MODEL TO IMPROVE THE STUDENTS’ MATHEMATICAL COMMUNICATION
ABILITY OF EIGHTH GRADE SMP N 4 PEMATANG SIANTAR ACADEMIC YEAR 2014/2015
By :
Lia Novi Utami Purba ID. 4103312017
Bilingual Mathematics Education
THESIS
Submitted to Fulfill the Requirement for Sarjana Pendidikan Degree
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
MEDAN STATE UNIVERSITY
MEDAN
2014
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PREFACE
Give thankfulness to Allah SWT that gives the God’s mercy and spirit so that writer can finish this thesis. The title of this thesis is “The Implementation of Group Investigation Learning Model to Improve the Students’ Mathematical Communication Ability of Eight Grade SMP N 4 Pematangsiantar Academic Year 2014/2015”. This thesis was arranged to satisfy the requirement to obtain the Degree of Sarjana Pendidikan from Faculty Mathematics and Natural Science in State University of Medan
In the completion of this thesis, the writer received support from various parties, therefore it was appropriate writer big thanks to Mr. Prof. Dr. Sahat Saragih, M.Pd as my thesis supervisor who has provided guidance, direction, and advice to the perfection of this thesis. Thanks are also due to Prof. Dr Asmin, M.Pd and Drs. Banjarnahor, M.Pd and Dra. Nerli Khairani, M.Si as my examiners who have provided input and suggestion from the planning to the completion of the preparation of the research of this thesis. Thanks are also extended to Drs. Sahat Siahaan, M.Pd as academic supervisor and then thank you so much for all my lecturer in FMIPA.
My thanks are extended to Prof. Dr. Ibnu Hajar, M. Si. as rector of State University of Medan and employee staff in office of university head, Prof. Drs. Motlan, M.Sc., Ph.D as Dean Faculty of Mathematics and Natural Sciences and to coordinator of bilingual Prof. Dr. rer.nat. Binari Manurung, M.Si., Drs. Syafari, M. Pd. as Chief of Mathematics Department, Zul Amry, M. Si. as Chief of Mathematics Education Study Program, Drs. Yasifati Hia, M. Si as Secretary of Mathematics Education, and all of employee staff who have helped the author.
Thanks to Mr. Riduan, S.Pd. MM as principle of SMP N 4 Pematangsiantar who has given permission to writer do research, Mrs. Marningot Parhusip S.Pd as mathematics teacher and all teacher, staffs and also the students in grade VIII-5 SMP N 4 Pematangsiantar who have helped writer conducting the research.
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Especially the witer would like to express my gratitude to my dear father Mr.Lukman Purba that always give me motivation and my dear mother Mrs. Jumiati continues to provide motivation and prayers for the success of the writter completed this thesis. Special big thanks to my beloved sister Laila Afriani Purba, my uncle Mr.Maniso, my brother Mr.Imam Sukoco and his wife Mrs. Herawati and Halim Pratama that always give me support even moril or material and all my family for all pray, motivation, and support until the end of writer’s study.
Writter wants to say thanks to my best friends in Bilingual Mathematics Class 2010, Abdul, Anggi, Dian, Dwi, Elfan, Erlin, Kiki, Falni, , Mila, Maria, Meiva, Martyanne, Melin, Nelly, Surya, Petra, Riny, Rully, Sartika, Shela, Siti, Uli, Mimi for the valuable support and motivation.
The writer should give a big effort to prepare this thesis, and the writer know that this thesis have so many weakness. So that, the writer needs some suggestions to make it this be better. And big wishes, it can be improve our knowledge.
Medan, September 02th 2014
Author,
Lia Novi Utami Purba
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THE IMPLEMENTATION OF GROUP INVESTIGATION LEARNING MODEL TO IMPROVE THE STUDENTS’ MATHEMATICAL
COMMUNICATION ABILITY OF EIGHT GRADE SMP N 4 P.SIANTAR ACADEMIC YEAR 2014/2015
Lia Novi Utami Purba (IDN 4103312017) ABSTRACT
The purpose of this research were (1) to find out how the group investigation learning model can improve the students' mathematical communication ability, (2) to determine whether students' mathematical communication ability increased after implementing the group investigation learning model, (3) to determine the students' attitudes toward mathematics learning using the group investigation learning model. The type of his research was belongs to Classroom Action Research (CAR), which was implemented in SMP Negeri 4 Pematangsiantar. The subject in this research were the students of class VIII-5 in 2014/2015 that have total were 32 students consisting of 12 men and 20 women. The objects of this resarch are the students’ mathematical communiation ability and group investigative learning model. This research consisted of 2 cycles and from the first cycle consists of 2 meetings and the second cycle consists of 2 meetings. The students' mathematical communication ability test conducted at the end of each cycle. The results of this research could be seen: (1) The results of students’ mathematical communication ability tests in the first cycle known average value was 42,19, complete 9 students, incomplete 23 students, 28,125% classical completeness and the students’ mathematical communication ability categorized was very low. (2) The results of students’ mathematical communication ability tests in the second cycle known average value was 75,81, complete 28 students, 4 students incomplete, 87,50% classical completeness and students’ mathematical communication ability was middle categorized. (3) Learning by using the group investigation learning model could make the students’ activity was good categorized in learning, and (4) Learning by using the group investigation learning model could provide a positive attitude to the students in the learning process. From the results of this research could be concluded that the implementation of the group investigative learning model can improve the students' mathematical communication ability. The suggestion given for teachers were to be able to implement the group investigative learning model as an alternative in the learning process that can improve the communication skills.
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TABLE OF CONTENTS
Page
Authentication Sheet i
Curriculum Vitae ii
Abstract iii
Preface iv
Table of contents vi
List of Figure ix
List of Tables x
List of Appendices xi
CHAPTER I INTRODUCTION 1
1.1 The Background of The Problems 1
1.2 The Identification of The Problems 10
1.3 The Limitations of The Problems 11
1.4 The Formulation of The Problems 11
1.5 The Purposes of The Research 11
1.6 The Benefits of The Research 12
1.7 The Definitions of Operational 12
CHAPTER II REVIEW OF LITERATURE 13
2.1 Theoritical Framework 13
2.1.1 Communication 13
2.1.2 Communication in Learning 15
2.1.3 Mathematical Communication 17
2.1.4 Mathematical Communication Ability 21
2.1.5 Students’ Attitude to Mathematical Learning 23
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2.1.7 Group Investigation Learning Model 29 2.1.8 Learning Thoery Supporting GI model 34
2.2 Relevant Studies 36
2.3 Conceptual Framework 38
2.4 Hypothesis Action 41
CHAPTER III RESEARCH METODOLOGY 42
3.1 Type of Research 42
3.2 Location and Time of Research 42
3.2.1 Location of Research 42
3.2.2 Time of Research 42
3.3 Subject and Object of Research 42
3.3.1 Subject of Research 42
3.3.2 Object of Research 43
3.4 Design of Research 43
3.5 Procedures of Research 45
3.6 Data Resources 55
3.7 Research Instruments 55
3.8 Instrument Test Result 58
3.9 Scoring 59
3.10 Data Analysis Techniques 61
3.11 Indicator of Success 67
CHAPTER IV RESEARCH RESULT AND DISCUSSION 68
4.1 The Result of Research 68
4.1.1 The Result of Research in Cycle I 68
4.1.1.1 Problem I 69
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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
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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 Teacher’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 Teacher’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
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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
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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. List of Students’ Name 264
D.11. Documentation 265
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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 69th 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
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22 of 2006 dated 23rd 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 Indonesian’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 38th 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
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(2007) which showed that the mathematical communication skills of students is still low.
In the curriculum 2006 has been formulated five skill or proficiency expected in the learning of mathematics, namely: (1) learning to communicate, (2) learning to reason, (3) learning to solve the problems, (4) learning to associate the idea, and (5) learning to establih of a positive attitude to mathematics. It relates to the opinion about the importance of communication in learning mathematics, communication is not only used in science but also in the overall of mathematics learning activities.
Communication skills should be owned by every student, communication skills can be built up in students’ self. This is in accordance with the opinion expressed by Lindquist based on the National Council of Teachers of Mathematics (NCTM) revealed that communication skills in mathematics needs to be built so that students are able to : (1) reflect and clarify in thinking about mathematical ideas in a variety of situations, (2) model the situation with verbal, written, graphic images and algebraic, (3) develop understanding of mathematical ideas, including the role of defenition in variety of mathematical situations, (4) use the skills of reading, listening and writing, interpreting and evaluating of mathematical ideas, (5) examines the mathematical ideas through conjecture and convincing reasons, (6) understand the value of math notation and mathematical role in the development of mathematical ideas. Communication is one of the important objectives in the learning of mathematics . The process of communication is helping students’ to build ideas, publicize the idea, and can build a good social network in a classroom environment .
According to Harlen (in Sulastri, 2009) state that, the communication includes the ability to get information from written sources and present the information in the form of graphs or tables. So communication is one of the expected ability in learning mathematics where students should be able to communicate the mathematical ideas such as principles, concepts, strategies and
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procedures of mathematics. In communicating, students interact with many facililities such as blackboards, textbooks, worksheets, learning communities and learning environments. In this case, the student will not be separated from communication not only communication among students but also students with learning facilities, and students with teachers. If communication goes well, the students will feel comfortable, interested, challenged to learn math and be able to create the achievement in mathematics.
According to Baroody (in Ansari, 2009) there are two reasons why the communication needs to be developed among students, they are: 1. mathematics as language, It means that mathematics is not just a tool to aid thingking to resolve the issue and draw conclusions but also mathematics as a valuable tool to communicate ideas clearly, precisely and carefully. 2. mathematics learning as a social activity means that mathematics as a social activity in learning, interaction vehicle among students, and also the communication between teachers and students. Communication is very needed by students to express themselves, form social interaction network, and form the personality of students. Communication also help educators in this case “the teacher” to understand the students' ability to interpret the understanding of mathematical concepts that they are learning. Mathematics as a discussion so that mathematical communication is the essence of teaching and learning.
The Low of students' mathematical communication ability can be seen from the example in the case of students on 8th grade SMP N 4 Pematangsiantar. To measure the students' communication skills, given preliminary tests in the form of three questions about the Pythagorean as follows:
1. A farmer has a rectangular-shaped piece of land as shown below. If the circumference is around 60m, determine the area of the farmer’s land.
x - 6
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2. Known that the price of shoes is twice than the price of slippers. A merchant buy 4 pairs of shoes and 3 pairs of slippers. The merchant must pay Rp275.000,00
a. Make the mathematical model from the description above.
b. Solve the mathematical model and find the price of 3 pairs of shoes and 5 pairs of slippers.
3. From the form of the equation, which one is include the linear equation with one variable? Give your reason to choose the equation.
a. x + y = 20
b. 2x – 5y + 3z = 15 c. 2x – 3 =5
d. – x = 2
After the results of the students' answers were analyzed, there were some errors found are made by students. In the first case, from indicators of communication, 80% of the students failed related the image to the mathematical ideas and formulate mathematical ideas into mathematical models. This is one picture of the students' answer was wrong:
Picture 1.1. The Student’s Answer for 1st
Question
From the picture of student’s answer above show that student still confuse to relate the picture of rectangle with the length is x and its wide is x-6 to the mathematical idea, that is the formula of circumference so that students cannot
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determine the area of the land. This shows that the ability of students to communicate mathematical ideas is low, so that the students’ are not able when making the mathematical models and solution final strategies of the problem.
The question number 2 found that 60% students cannot answer the question correctly, from the indicator of communication, students fail to formulate the mathematical idea into mathematical model and respons a statement in the argument, This is one of the student’s wrong answer:
Picture 1.2. The Student’s Answer for 2nd Question
From the picture of the students' answers we can see that students have the mistake to connect the sentence the price of one pair shoes is equal to the twice price of one pair sandals so that the mathematical model that he made was wrong and the process of resolving the final answer was wrong by dividing 275 thousand to 7, which is 4 plus 3 sandal shoes. This shows the lack of communication skills in terms of making a mathematical model to respond to a problem in the form of arguments.
In Question number 3, students asked to choose one variable linear equations and give the reason, from indicators of communication students fail to express a paragraph of mathematics in the form of arguments. Here's one of the mistakes of the students' answers:
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Picture 1.3. The Student’s Answer for 3rd Question
From the picture above, we can see that the students choose a, b, and c because the choice has degree 1 while the choice d has degree 2, students can not give a reason and correct answer to question number 3. It can also be used as real evidence that the mathematical communication skills of students is low. However, only 45% of students failed to answer Question 3.
The result of analyze show that from 32 students that follow the initial test, the complete categorized who scored ≥ 65, only 6 students that complete or about 18,75%, while 81,25% students were not complete. Next can be seen from the mathematical communication ability category, about 10,48 % have high mathematical communication ability, while 12,35% were low and 77,17% were very low. This show that the communication ability is still low.
The observations result and interviews by the author of one of the junior high school mathematics teacher in SMP N 4 Pematangsiantar namely Mam Marningot, it is known that students have difficulties in solving communication problems. It is characterized by students has not been able to give a true and clear arguments about the questions they answer, and the student has not been able to make the steps of argumentation strategies in answering the problem-solving. The courage to convey the ideas and arguments are correct and clearly still less in the learning process.
Recognizing the importance of mathematical communication skills, and after doing observation that show the mathematical communication skills of students is low, then the teacher should seek to apply the learning model of learning that can provide opportunities and encourage students to practice communication
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skills. In fact, the process of learning mathematics is still centered on the teacher as a information sources. Students tend to be passive and they just accept the provided information. The teacher describes a material and student work exercises, sometimes, they are given the opportunity to ask the teacher if students do not understand the material that taught by the teacher. The learning process like that cause two-way communication between teachers and students, while the interaction among students rarely applied in the learning environment.
Furthermore, in the class still focus on the teacher as the primary source of knowledge and discourse become the primary choice of learning methods. In this case, students only receive the information given by the teacher, while the students are less empowered. The process of mathematics learning that teachers done less involve the students’ activity. In other words, students obtain the knowledge because "notified" by the teacher, not "find" by students.
Learning that can be used to improve the communication skills of students should pay attention to the conditions necessary to establish the communication . One of the requirements to build communication in the learning process is the interaction between students and students, and students with teachers . Cooperative learning model is very appropriate used in the process of building communication skills . According to Slavin ( in Rusman , 2010:201 ) says : " cooperative learning promotes students interact actively and positively in the group . It is expected by the cooperative learning, teacher can facilitate the students’ so that can interact with other students, such as asking the problem until students are encouraged to exchange information and discussion. Some experts say that the cooperative learning model excels not only to help students understand difficult mathematical concepts, but also to grow the collaboration, critical thinking and develop students' social attitudes .
One type of cooperative learning model that can be applied is Group Investigation (GI). In the group investigation (GI) learning model, students in groups conducting the investigation. This activity gives the possibility for students
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to interact even more and did not close the possibilities the process of students’ answers communication because in the investigation process allows for more than one answer.
There are three main concepts underlying the group investigation learning model, as expressed by Joyce and Weil (1996:80), namely Inquiry, Knowledge and Dynamics of Learning Group. These three concepts can lead to better interaction between students and students, students and teachers so that can create a positive attitude towards learning and can build the skill of students’ mathematical communication.
The Students’ attitude to the learning proces is also one of the important thing to analize. Berlin and Hillen (in Yaniawati, 2001 : 107) state that the positive attitude showed by the students will be become the beginning step to go the learning environment effectively. The research that had been done by Ramdan (2008 : 107-108) indicate that the students show the positive attitude in the learning process. Some of students consider learning to use is something new for them so that students’ motivation to learn mathematics become larger. The attitude shown by students towards learning is also one of the factors that determine the achievement of learning objectives. This is accordance with the research conducted by Nuraisyah (2006) conclude that creativity and students attitude in teaching and learning mathematics influenced to the mathematics learning achievement.
Based on the above explanation, the researcher interested in conducting the research reveal whether the learning model group investigation (GI) can improve students 'mathematical communication skills which in turning will improve students' mathematics learning outcomes as one of academic human contribution in improving the quality of education in Indonesia. Therefore, this research title is "The Implementation of Group Investigation Learning Model to Improve the Students’s Communication at 8th Grade SMP N 4 Pematangsiantar Academic Year 2014/2015"
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1.2.The Identification of The Problems
Based on the background described above, we can identify some problems as follows :
1. The students’ mathematical communication ability are generally low. 2. Students difficult to solve the mathematical communication problems. 3. The process of mathematics learning is still centered to the teachers and less
involving the students activitity.
4. Communication that occurs in the classroom tends to two way between teachers and students, while the interaction among students rarely applied in the learning process.
5. The interest of students to mathematics is low so that students tend to give less the positive attitude to mathematics.
1.3.The Limitation of The Problems
From the problems above, the researcher limits this problem as follows : 1. Effort to improve the ability of students’ mathematical written
communication by implementing the group investigation learning model. 2. Student’s attitde to mathematical learning that using the group investigation
learning model.
3. The learning materials that used are linear equation with two variables in 8th grade of Junior High School 4 Pematangsiantar.
1.4.The Formulation of The Problems
1. How are the group investigation learning model can improve the ability of
students’ mathematical communication of eighth grade SMP N 4
Pematangsiantar?
2. How is the improvement of the ability of students’ mathematical communication after implemented the group investigation learning model of eighth grade SMP N 4 Pematangsiantar?
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3. How are the student’s attitude to group investigation learning model in mathematics learning?
1.5.The Purposes of The Research
1. To know the process the group investigation learning model can improve the ability of students’ mathematical communication of eighth grade SMP N 4 Pematangsiantar.
2. To know how the improvement of the ability of students’ mathematical communication improve after implemented the group investigation learning model of eighth grade SMP N 4 Pematangsiantar.
3. To know the student’s attitude to group investigation learning model in mathematics learning.
1.6.The Benefits of The Research
The benefits that expected from this research are :
1. For students can construct the knowledge actively, able to develop the communication ability, understanding in dealing the problems and can improve the social relation and responsible to themselves and their environment.
2. For Teachers can improve the quality of mathematics learning achievement through the create mathematical communication and as one of learning model alternative that can be used in mathematics learning.
3. For Researcher can become the comparative material about mathematical communication rule, positive attitude and achievement motivation to the learning result in mathematics learning, increase the experience and thingking insight for writer about the scientific research.
4. For School expected can become the comparative material to apply the group investigation learning model and expected can improve the education quality in Indonesian.
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1.7.The Defenitions of Operational
To avoid the differencies in interpretation of the terms contained in the problem formulation in this research, it should be noted the operational definition as follows :
1. The ability of students’ mathematical communication is students’ ability to (1) relate the picture, table, diagram and dailiy events into mathematical idea, (2) formulate the mathematical idea to mathematical model, (3) respons a statement or problem in the argument and (4) express the description or mathematical paragraph with own language.
2. Group investigation learning model is the cooperative learning model with students study in small heterogeneous group, do investigation to find or solve the problems and then communicate the result that had found, compare the result and give the respons that consist of 6 syntax, they are choose the topic, plan the cooperative, implementation, analysis and synthesis, present the result, and evaluation.
3. Students’ attitude to group investigation learning model is the tendency of students to respons positively or negatively about the learning model that measured through the students’ interest to group investigation learning model, the students’ perseption to the problems faced, the teacher’s rule in group investigation learning model.
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CONCLUSIONS AND RECOMMENDATIONS
5.1 CONCLUSION
Based on the research results presented in the previous section could be concluded with the application of group investigative learning models to improve students' mathematical communication ability of junior high school as follows:
1. Based on the teaching and learning process that was implemented in this research and the results of observation, mathematical learning by using the group investigation learning model can improve the students’ mathematical communication ability withobtaining the percentage of 90.63% with very good categorized.Implementation of learning by using the model group investigation carried out by giving problems related to the topic of learning, and students were asked to investigate and discover their understanding of the material in groups.Teachers continue to provide encouragement and guidance to students so that students find solutions to problems with the way they own.If students learn in groups, the teacher also gave the opportunity to present the work of students, compared with the other groups, and then decide which one best answer.Then made a conclusion of the matter, in the end the students gain knowledge of the results of their construction.
2. Improvement of students’ mathematical in the first cycle was very low category and the second cycle was high category index with the normalized gain was 0,51.
3. Mastery learning of students in the first cycle reached 9.36% and in the second cycle reached 87.50%
4. Learning by using group investigation learning model could make students’ activity in the learning was good category.
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5. Learning by using group investigation learning model could provide a positive attitude to the students in the learning process.
5.2 SUGGESTIONS
Based on these results, the authors proposed some suggestions for learning mathematics, especially in secondary schools, namely:
1. Learning mathematics with group investigative learning model could be used as one of the effective learning alternative to increasing the students’ mathematical communication ability.But in the early days of learning the teacher have difficulty in preparing a child to perform cooperative learning process, student learning was difficult to accept the changes they had done so far with the constructivism learning through group learning model investigation.Therefore, it was suggested that before the process of learning to do, learning to familiarize teachers with cooperative learning so that students will get used to communicate both orally and in writing to convey ideas of mathematics.
2. To support the successful implementation of the investigative group learning models necessary teaching materials of interest, to the student activity sheet should be designed based on contextual issues close to students' daily lives and challenges students to solve.
3. In the learning process so that learning outcomes could be maximized teachers should pay attention to: (a) how to ask a question or type of question that can evoke the curiosity of students, (b) how to settle disputes over the students can have high confidence that they were not totally dependent onteacher (c) the provision ofscaffoldingon students' prior knowledge was limited to connecting students to their problem solving.(D) how to create an atmosphere of discussion among students with other students so that the discussion was not dominant mastered by students who have high ability.
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4. In the investigation group learning model, the teacher acted as a facilitator.Therefore, teachers of mathematics who wish to apply this learning need to pay attention to: (a) the availability of instructional materials in the form of problems that lead to mathematical communication ability to be achieved, (b) required careful consideration for teachers in providing assistance to the student so that the student is able to achieving the expected competencies to the maximum, (c) the provision of assistance may be needed if it was to encourage the development of students' potential. 5. In addition to improve communication skills of mathematics and learning
outcomes, learning models can also spur investigation group of students in a learning activity and can assist students in forming a positive perception towards learning mathematics. therefore it was advisable to learning as developed further on the topic - the topic of mathematics and different levels of education.
6. This study only reveals was the role of investigative group learning model in improving communication skills of mathematics.To complete the study of the role of investigative learning model as a whole group needs to be further research to look at the role of the investigative group learning model in improving problem-solving abilities, reasoning, and mathematical connections.
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REFERENCES
Adinawan, C., and Sugijono, (2009), MATH for High School Volume 2, Erlangga, Jakarta.
Ansari, B.I., (2003). Menumbuhkembangkan Kemampuan Pemahaman dan Komunikasi Matematik Siswa SMU Melalui Strategi TTW. Disertasi FMIPA UPI : Tidak diterbitkan
Ansari, B.I, (2009). Komunikasi Matematik, Yayasan Pena, Banda Aceh.TIMSS. (2012). TIMSS 2011 International Results in Mathematics. Chestnut Hill: TIMSS & PIRLS International Study Center.
Arikunto, S., (2012), Penelitian Tindakan Kelas, PT.Bmi Aksara, Jakarta.
Arikunto, S., (2012), Dasar-dasar evaluasi pendidikan, Rineka Cipta, Jakarta
Arends, Richard I., (1998), Learning to Teach, McGraw-Hill, Singapore.
Asmin and Mansyur, A., (2012), Pengukuran dan Penilaian Hasil Belaja dengan Analisis Klasik dan Modern, LARISPA, Medan.
Depdikbud, (2002), Kamus besar Bahasa Indonesia, Ed ke-2, Balai Pustaka, Jakarta
Djamarah, S.B., & Zain, A., (2010), Strategi Belajar Mengajar, Rineka Cipta, Jakarta.
FMIPA UNIMED, (2012), Pedoman Penulisan Proposal dan Skripsi Mahasiswa Program Studi Kependidikan, FMIPA, Medan
Ginting, R., (2012), Penerapan Model Pembelajaran Investigasi Dalam Kelompok Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa di Kelas IX SMP Negeri 1 Kotarih T.A.2011/2012, Skripsi, FMIPA, Unimed, Medan.
Gronlund, E & Linn, Robert. (2000). Measurement and Assesment in Teaching (8th Edition). USA: Prentice-Hall, INC.
Hake, R. R., (2001), Suggestion for Administering and Reporting Pre/ Post Diagnostic Test
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126
Ignacio, Nuria Gil, Lorenzo J. Blanco Nieto and Eloísa Guerrero Barona, (2006), The Affective Domain In Mathematics Learning, International Electronic Journal of Mathematics Education Vol :. 16-32.
Jordan, Nancy C., and Susan C. Levine, (2009), Socioeconomic Variation, Number Competence, And Mathematics Learning Difficulties in Young Children, Journal of Education 15: 60-68.
Joyce, B and Weil, M. (1996). Models of Teaching (Fifth Edition). USA: A Simon & Schuster Company
Krismanto, A. (2008). Beberapa teknik dan Strategi Dalam Pembelajaran Matematika. PPPG Matematika : Widya Iswara [Online]. Available: http//www.Duniaguru.Com/doc/matematika/sistempembelajaran.pdf.
(Accessed January 02nd, 2014)
Lestari, D,. (2014), Pengaruh Pembelajaran Group Investigation Terhadap Kemampuan penalaran dan komunikasi matematika kelas X SMA Negeri 5 Binjai T.A. 2013/2014. Skripsi, FMIPA, Unimed, Medan
NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. USA : The National Council of Teachers of Mathematics, INC.
Nuraisyah, S. (2006). Pengaruh Kreativitas Belajar dan Respon Siswa Dalam Kegiatan Belajar Mengajar Matematika Terhadap Hasil Belajar Matematika (Pada siswa SMP Negeri I Kaliwungu Kelas I Tahun Ajaran 2005/2006) SKRIPSI FKIP UMS. [Online] Available: /Top/S1-Final Projects/Fakultas Keguruan & Ilmu Pendidikan Matematika/A410-2006/Jtptum-gdl-sl-2007-sitinurasi-5946 (Accessed January 02nd, 2014) Purba, A., (2012), Penerapan Pembelajaran Kooperatif Tipe Investigasi Kelompok
(IG) Untuk Meningkatkan Kreativitas Matematika Siswa Pada Pokok Bahasan Kubus dan Balok di Kelas VIII SMP N 16 Medan T.A.2011/2012, Skripsi, FMIPA, Unimed, Medan
Pakpahan, Ombar, (2012), Hasil Belajar Matematika. http://tips-belajar-internet. blogspot.com/2009/08/hasil-belajar-matematika.html. (Accessed July 7th, 2014)
Russeffendi, E.T. (1998). Dasar-Dasar Penelitian Pendidikan dan Bidang No-Eksakta Lainnya. Semarang: IKIP Semarang Press
Sanjaya, W., (2012), Media Komunikasi Pembelajaran, Kencana Prenada Media Group, Jakarta
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127
Setiawan. (2006). Model Pembelajaran Matematika Dengan Pendekatan Investigasi. PPPG Matematika. [Online] Available: p4tkmatematika.org/download/ppp/PPP_Pendekatan_investigasi.pdf.
(Accessed January 07th, 2014).
Slameto, (2010), Belajar dan Faktor – Faktor yang Mempengaruhinya, Rineka Cipta, Jakarta.
Slavin, Robert E, (2005), Cooperative Learning Teori, Riset dan Praktik, Nusa Media, Bandung.
Sudjana. (2005). Metoda Statistika. Bandung: Tarsito.
Suprijono, A., (2012), Coopertaive Learning Teori & Aplikasi Paikem, Pustaka Belajar, Yogyakarta.
Sutikno, S., (2013), Belajar dan Pembelajaran “Upaya Kreatif dalam Mewujudkan Pembelajaran yang Berhasil”, Holistica, Lombok
Trianto. (2009), Mendesain Model Pembelajaran Inovatif – Progresif : Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP), Kencana, Jakarta
Trianto. (2007). Model-model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka Publisher.
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Based on the research results presented in the previous section could be concluded with the application of group investigative learning models to improve students' mathematical communication ability of junior high school as follows:
1. Based on the teaching and learning process that was implemented in this research and the results of observation, mathematical learning by using the group investigation learning model can improve the students’ mathematical communication ability withobtaining the percentage of 90.63% with very good categorized.Implementation of learning by using the model group investigation carried out by giving problems related to the topic of learning, and students were asked to investigate and discover their understanding of the material in groups.Teachers continue to provide encouragement and guidance to students so that students find solutions to problems with the way they own.If students learn in groups, the teacher also gave the opportunity to present the work of students, compared with the other groups, and then decide which one best answer.Then made a conclusion of the matter, in the end the students gain knowledge of the results of their construction.
2. Improvement of students’ mathematical in the first cycle was very low category and the second cycle was high category index with the normalized gain was 0,51.
3. Mastery learning of students in the first cycle reached 9.36% and in the second cycle reached 87.50%
4. Learning by using group investigation learning model could make students’ activity in the learning was good category.
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5. Learning by using group investigation learning model could provide a positive attitude to the students in the learning process.
5.2 SUGGESTIONS
Based on these results, the authors proposed some suggestions for learning mathematics, especially in secondary schools, namely:
1. Learning mathematics with group investigative learning model could be used as one of the effective learning alternative to increasing the students’ mathematical communication ability.But in the early days of learning the teacher have difficulty in preparing a child to perform cooperative learning process, student learning was difficult to accept the changes they had done so far with the constructivism learning through group learning model investigation.Therefore, it was suggested that before the process of learning to do, learning to familiarize teachers with cooperative learning so that students will get used to communicate both orally and in writing to convey ideas of mathematics.
2. To support the successful implementation of the investigative group learning models necessary teaching materials of interest, to the student activity sheet should be designed based on contextual issues close to students' daily lives and challenges students to solve.
3. In the learning process so that learning outcomes could be maximized teachers should pay attention to: (a) how to ask a question or type of question that can evoke the curiosity of students, (b) how to settle disputes over the students can have high confidence that they were not totally dependent onteacher (c) the provision ofscaffoldingon students' prior knowledge was limited to connecting students to their problem solving.(D) how to create an atmosphere of discussion among students with other students so that the discussion was not dominant mastered by students who have high ability.
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4. In the investigation group learning model, the teacher acted as a facilitator.Therefore, teachers of mathematics who wish to apply this learning need to pay attention to: (a) the availability of instructional materials in the form of problems that lead to mathematical communication ability to be achieved, (b) required careful consideration for teachers in providing assistance to the student so that the student is able to achieving the expected competencies to the maximum, (c) the provision of assistance may be needed if it was to encourage the development of students' potential. 5. In addition to improve communication skills of mathematics and learning
outcomes, learning models can also spur investigation group of students in a learning activity and can assist students in forming a positive perception towards learning mathematics. therefore it was advisable to learning as developed further on the topic - the topic of mathematics and different levels of education.
6. This study only reveals was the role of investigative group learning model in improving communication skills of mathematics.To complete the study of the role of investigative learning model as a whole group needs to be further research to look at the role of the investigative group learning model in improving problem-solving abilities, reasoning, and mathematical connections.
(4)
REFERENCES
Adinawan, C., and Sugijono, (2009), MATH for High School Volume 2, Erlangga, Jakarta.
Ansari, B.I., (2003). Menumbuhkembangkan Kemampuan Pemahaman dan
Komunikasi Matematik Siswa SMU Melalui Strategi TTW. Disertasi
FMIPA UPI : Tidak diterbitkan
Ansari, B.I, (2009). Komunikasi Matematik, Yayasan Pena, Banda Aceh.TIMSS. (2012). TIMSS 2011 International Results in Mathematics. Chestnut Hill: TIMSS & PIRLS International Study Center.
Arikunto, S., (2012), Penelitian Tindakan Kelas, PT.Bmi Aksara, Jakarta. Arikunto, S., (2012), Dasar-dasar evaluasi pendidikan, Rineka Cipta, Jakarta Arends, Richard I., (1998), Learning to Teach, McGraw-Hill, Singapore.
Asmin and Mansyur, A., (2012), Pengukuran dan Penilaian Hasil Belaja dengan
Analisis Klasik dan Modern, LARISPA, Medan.
Depdikbud, (2002), Kamus besar Bahasa Indonesia, Ed ke-2, Balai Pustaka, Jakarta
Djamarah, S.B., & Zain, A., (2010), Strategi Belajar Mengajar, Rineka Cipta, Jakarta.
FMIPA UNIMED, (2012), Pedoman Penulisan Proposal dan Skripsi Mahasiswa
Program Studi Kependidikan, FMIPA, Medan
Ginting, R., (2012), Penerapan Model Pembelajaran Investigasi Dalam Kelompok Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa
di Kelas IX SMP Negeri 1 Kotarih T.A.2011/2012, Skripsi, FMIPA,
Unimed, Medan.
Gronlund, E & Linn, Robert. (2000). Measurement and Assesment in Teaching (8th
Edition). USA: Prentice-Hall, INC.
Hake, R. R., (2001), Suggestion for Administering and Reporting Pre/ Post Diagnostic Test
(5)
Ignacio, Nuria Gil, Lorenzo J. Blanco Nieto and Eloísa Guerrero Barona, (2006), The Affective Domain In Mathematics Learning, International Electronic Journal of Mathematics Education Vol :. 16-32.
Jordan, Nancy C., and Susan C. Levine, (2009), Socioeconomic Variation, Number Competence, And Mathematics Learning Difficulties in Young Children, Journal of Education 15: 60-68.
Joyce, B and Weil, M. (1996). Models of Teaching (Fifth Edition). USA: A Simon & Schuster Company
Krismanto, A. (2008). Beberapa teknik dan Strategi Dalam Pembelajaran
Matematika. PPPG Matematika : Widya Iswara [Online]. Available:
http//www.Duniaguru.Com/doc/matematika/sistempembelajaran.pdf. (Accessed January 02nd, 2014)
Lestari, D,. (2014), Pengaruh Pembelajaran Group Investigation Terhadap Kemampuan penalaran dan komunikasi matematika kelas X SMA Negeri 5 Binjai T.A. 2013/2014. Skripsi, FMIPA, Unimed, Medan
NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. USA : The National Council of Teachers of Mathematics, INC.
Nuraisyah, S. (2006). Pengaruh Kreativitas Belajar dan Respon Siswa Dalam Kegiatan Belajar Mengajar Matematika Terhadap Hasil Belajar Matematika (Pada siswa SMP Negeri I Kaliwungu Kelas I Tahun Ajaran
2005/2006) SKRIPSI FKIP UMS. [Online] Available: /Top/S1-Final
Projects/Fakultas Keguruan & Ilmu Pendidikan Matematika/A410-2006/Jtptum-gdl-sl-2007-sitinurasi-5946 (Accessed January 02nd, 2014) Purba, A., (2012), Penerapan Pembelajaran Kooperatif Tipe Investigasi Kelompok
(IG) Untuk Meningkatkan Kreativitas Matematika Siswa Pada Pokok Bahasan Kubus dan Balok di Kelas VIII SMP N 16 Medan T.A.2011/2012, Skripsi, FMIPA, Unimed, Medan
Pakpahan, Ombar, (2012), Hasil Belajar Matematika. http://tips-belajar-internet. blogspot.com/2009/08/hasil-belajar-matematika.html. (Accessed July 7th, 2014)
Russeffendi, E.T. (1998). Dasar-Dasar Penelitian Pendidikan dan Bidang
No-Eksakta Lainnya. Semarang: IKIP Semarang Press
Sanjaya, W., (2012), Media Komunikasi Pembelajaran, Kencana Prenada Media Group, Jakarta
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Setiawan. (2006). Model Pembelajaran Matematika Dengan Pendekatan
Investigasi. PPPG Matematika. [Online] Available:
p4tkmatematika.org/download/ppp/PPP_Pendekatan_investigasi.pdf. (Accessed January 07th, 2014).
Slameto, (2010), Belajar dan Faktor – Faktor yang Mempengaruhinya, Rineka Cipta, Jakarta.
Slavin, Robert E, (2005), Cooperative Learning Teori, Riset dan Praktik, Nusa Media, Bandung.
Sudjana. (2005). Metoda Statistika. Bandung: Tarsito.
Suprijono, A., (2012), Coopertaive Learning Teori & Aplikasi Paikem, Pustaka Belajar, Yogyakarta.
Sutikno, S., (2013), Belajar dan Pembelajaran “Upaya Kreatif dalam Mewujudkan
Pembelajaran yang Berhasil”, Holistica, Lombok
Trianto. (2009), Mendesain Model Pembelajaran Inovatif – Progresif : Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan
Pendidikan (KTSP), Kencana, Jakarta
Trianto. (2007). Model-model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka Publisher.