ENHANCING STUDENT’S MATHEMATICAL COMMUNICATION ABILITY USING AUDITORY, INTELLECTUALLY, AND REPETITION MODEL IN EIGHT GRADE SMP NEGERI 2 PANAI TENGAH ACADEMIC YEAR 2015/2016.
ENHANCING STUDENT’S MATHEMATICAL COMMUNICATION ABILITY USING AUDITORY, INTELLECTUALLY, AND REPETITION MODELIN EIGHT GRADE
SMP NEGERI 2 PANAI TENGAH ACADEMIC YEAR 2015/2016
By:
MAHENDRA GALANG PRATAMA 4113312009
Mathematics Education Bilingual
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
MEDAN 2016
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Research Title : Enhancing Student’s Mathematical Communication Ability Using Auditory, Intellectually, and Repetition Model in Eight Grade SMP Negeri 2 Panai Tengah Academic Year 2015/2016
Name : Mahendra Galang Pratama ID Number : 4113312009
Study Program : Bilingual Mathematics Education Program Major : Mathematics
Approved:
Thesis Supervisor
Dr. Izwita Dewi, M.Pd
ID. 19620706 198903 2 001
Mathematics Department, Bilingual Program,
Head Coordinator
Dr. Edy Surya, M.Si Dr. Iis Siti Jahro, M.Si
ID. 19671019 1992 03 1 003 ID. 19651015 1992 03 2 003
FMIPA UNIMED Dean,
Dr. Asrin Lubis, M.Pd ID. 19601002 1987 03 1004
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BIOGRAPHY
Mahendra Galang Pratama was born in Sidoarjo on May 6, 1993. He is the first child from Indera Yuda Sungkowo and Lilik Latifah. He attended SD Negeri 114370 in 1999 and graduated in 2005. In 2005, he attended SMP Negeri 2 Panai Hulu and graduated in 2008. He went to SMA Negeri 1 Panai Hulu as he graduated from junior high school and graduated in 2011. In 2011, he began studying Mathematics Education through Bilingual Program in Faculty of Mathematics and Natural Sciences State University of Medan.
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ENHANCING STUDENT’S MATHEMATICAL COMMUNICATION ABILITY USING AUDITORY, INTELLECTUALLY, AND REPETITION MODEL
IN EIGHT GRADE SMP NEGERI 2 PANAI TENGAH ACADEMIC YEAR 2015/2016
Mahendra Galang Pratama (NIM. 4113312009) ABSTRACT
This research aims to: (1) enhance student’s mathematical communication ability using Auditory Intellectually Repetition(AIR) model; (2) to describe learning activity enhancement through AIR model.
This research is a classroom action research (CAR) consists of two cycles with two meetings for each cycle. The subject is thirty students in grade VIII – 1 in SMP Negeri 2 Panai Tengah Academic Year 2015/2016. The object of this research is to enhance student’s mathematical communication ability on topic of Solid Polyhedron using Auditory Intellectually Repetition (AIR).
Data come from preliminary test, mathematical communication ability test at the end of each cycle and observation paper for each meeting. The preliminary test reveals that 20 of 30 students (66.67%) passes the test and average scores in preliminary test 64.58 is still low. At the end of cycle I using AIR model, it reveals that 22 of 30 students (73.33%) passes the test. At the cycle II, 26 of 30 students (86.67%) pass the test. It means that there is an enhancement of 13.34% from cycle I. The enhancement of student’s mathematical communication ability shown by Normalized Gain (g) is 0.50, in category Moderate and there is a difference between average scores in Cycle I (71.88) and Cycle II (78.47) or there is an enhancement of 6.57 on their average score. At the same time, there is an enhancement on teacher’s activity as provided through observation from 68% in Cycle I to 87% in Cycle II, in category Good. An enhancement of student’s activity also occurs from 67% in Cycle I to 86% in Cycle II, in category Good.
The conclusion is Auditory Intellectually Repetition (AIR) model enhances mathematical communication ability of students in Grade 8 SMP Negeri 2 Panai Tengah. It is strongly recommended that teacher should Auditory Intellectually Repetition (AIR) as a learning activity alternative and always to create some exercises and tests to enhance mathematical communication ability of students.
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ACKNOWLEDGMENT
Alhamdulillahirobbil’alamin, praise and thank to Allah SWT for all blessings that this thesis finished well. This thesis entitled “Enhancing Student’s Mathematical Communication Ability Using Auditory, Intellectually, and Repetition Model in Eighth Grade SMP Negeri 2 Panai Tengah Academic Year 2015/2016”. This thesis is compiled to fulfill a partial requirement to achieve a degree of Sarjana Pendidikan of Mathematics from Faculty of Mathematics and Natural Sciences at State University of Medan.
A bulk of thanks submitted to Dr. Izwita Dewi, M.Pd as my supervisor for guidance, instruction and all positive recommendation from the beginning to the finishing of this thesis. Special thanks go to Prof. Dr. Edi Syahputra, M.Pd; Prof. Dr. Pargaulan Siagian, M.Pd and Dr. Edy Surya, M.Si as examiners who give suggestions and recommendations to the writing of this research. Thanks to Rector of State University of Medan, Prof. Dr. Syawal Gultom, M.Pd as well to his colleagues; Dr. Asrin Lubis, M.Pd, the former leader of Faculty of Mathematics and Natural Sciences as well to his colleagues; Dr. Edy Surya, M.Si, Head of Mathematics major; Drs. Zul Amry, M.Si, Ph.D, Head of Mathematics Education Study Program; Drs. Yasifati Hia, M.Si, the Secretary of Mathematics major. Thanks also to Mulyono, M.Si, Academic Supervisor and all teachers in State University of Medan as well to all staff of administration who give attentions and helps.
Special thanks also go to Drs. Indera Yuda Sungkowo, the Principal of SMP Negeri 2 Panai Tengah; Evi Yanti Lubis, S.Pd, Mathematics Teacher in SMP Negeri 2 Panai Tengah, all teachers and also staff of administration in SMP Negeri 2 Panai Tengah for respect and care to the guidance while researching.
Infinitely special thanks to my lovely father and mother, Drs Indera Yuda Sungkowo and Lilik Latifah, to motivate and pray for me, as well to my beloved sister, Lendra Citra Defitri, who also supports and motivates me.
Necessary thanks for my friends in Mathematics major 2011, especially for my Bilingual Mathematics Education, Fahrozy Andinur Pradana (Ozy);
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Yohannes (Jo), Ronny, Asifa, Elvi, Tika Mindari (Mbak Tika), Mawaddah, Leni, Dwi Maulida Sari, Sapta Novita Nasution, Rizky Nurul Hafni (Aci), Widi (Komting), Debby, Nelly, Ana, Verawati, Tari, Kristin, Samantha, Yernni, Natalita, Dewi Bakara and Evan D. K. Simarmata; my PPL-mates in SMA Plus Matauli Pandan (Lina, Amel, Timeh, Dyah, Dini, Yohana, Emung, Kristin, Evina, Pocan, Topa, Intan, Ummy), and students in SMA Plus Matauli Pandan (Zul, Candra, Noval, etc.); as well to my seniors and underwritten friends who support, motivate and give the researcher positive suggestions.
This thesis has been written as super as possible, however there are still conscious weaknesses and limit-nesses in content and grammars. Positive suggestion and critics from readers are needed to more perfect thesis. May this thesis useful and enrich knowledge.
Medan, June , 2016 Researcher,
Mahendra Galang Pratama NIM. 4113312009
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CONTENTS
Page
Sheet of Agreement i
Biography ii
Abstract iii
Acknowledgment iv
Contents vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Problem Identification 6
1.3. Problem Limitation 7
1.4. Problem Formulation 7
1.5. Research Objective 7
1.6. Research Advantages 8
1.7. Operational Definitions 8
CHAPTER II LITERATURE REVIEW 10
2.1. Theoretical Framework 10
2.1.1. Communication 10
2.1.2. Communication in Learning 11
2.1.3. Mathematical Communication 13
2.1.4. Mathematical Communication Ability 16
2.1.5. Cooperative Instructional Model 18
2.1.6. AIR Instructional Model 21
2.1.7. Syntax of AIR Instructional Model 23
2.1.8. Advantages and Disadvantages of AIR Instructional Model 24
2.1.9. Learning Theory Supporting AIR Model 24
2.2. Relevant Research 25
2.3. Conceptual Framework 26
2.4. Action Hypothesis 28
CHAPTER III RESEARCH METHODOLOGY 29
3.1. Research Type 29
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3.2.1. Research Location 29
3.2.2. Research Time 30
3.3. Research Subject and Object 30
3.3.1. Research. Subject 30
3.3.2. Research Object 30
3.4. Procedure and Research Design 30
3.4.1.Cycle I 32
3.4.1.1. Plan I 32
3.4.1.2. Action I 33
3.4.1.3. Observation I 34
3.4.1.4. Reflection I 35
3.4.2.Cycle II 35
3.4.2.1. Plan II 35
3.4.2.2. Action II 36
3.4.2.3. Observation II 36
3.4.2.4. Reflection II 36
3.5. Data Sources 39
3.6. Research Instrument 39
3.6.1. Mathematics Communication Ability Test 39
3.6.2. Observation Sheet 40
3.6.3. Data Analysis Technique 41
3.7. Successful indicator 46
CHAPTER IV RESULT AND DISCUSSION 47
4.1. Research Result 47
4.1.1. Cycle I 47
4.1.1.1. Planning Stage I 47
4.1.1.2. Action Stage I 48
4.1.1.3. Observation Stage I 49
4.1.1.4. Reflection Stage I 49
4.1.2. Cycle II 52
4.1.2.1. Planning Stage II 52
4.1.2.2. Action Stage II 52
4.1.2.3. Observation Stage II 52
4.1.2.4. Reflection Stage II 53
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4.3. Research Limitation 59
CHAPTER V CONCLUSION AND RECOMMENDATION 60
5.1. Conclusion 60
5.2. Recommendation 60
REFERENCES 61
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LIST OF FIGURE
Page Figure 1.1 Sample of Student’s Sheet Answer Number 1 4 Figure 1.2 Sample of Student’s Sheet Answer Number 2 4 Figure 3.1 Classroom Action Research Process 31 Figure 4.1 Observation of Teacher's Activity 54 Figure 4.2 Observation of Student's Activity 55
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LIST OF TABLE
Page Table 2.1 Step of cooperative learning Model
Table 3.1 Description about Cycle I Table 3.2 Description about Cycle II
Table 3.3 Scoring Guidelines Mathematical Communication Test
Table 3.4 The Interpretation of Normalized Gain Table 3.5 The Interpretation of Student’s Activity Tabel 3.6 The Interpretation of Teacher’s Activity
Table 4.1 The Categorical Level of Students in Preliminary Test Table 4.2 The Result of Teacher’s Activity Observation (Cycle I) Table 4.3 The Result of Student’s Activity Observation (Cycle I) Table 4.4 The Result of Mathematical Communication Ability Test I Table 4.5 Indicator Based Test Result of Cycle I
Table 4.6 The Result of Teacher’s Activity Observation (Cycle II) Table 4.7 The Result of Student’s Activity Observation (Cycle II) Table 4.8 The Result of Mathematical Communication Ability Test II Table 4.9 Indicator Based Test Result of Cycle II
Table 4.10 The Result of Mathematical Communication Ability Table 4.11 Gain Table
20 37 38 42 44 45 46 47 49 50 50 51 53 53 54 54 56 56
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LIST OF APPENDIX
Page
Appendix 1 Lesson Plan (Cycle I) 63
Appendix 2 Lesson Plan (Cycle II) 68
Appendix 3 Lesson Plan (Cycle III) 73
Appendix 4 Lesson Plan (Cycle IV) 79
Appendix 5 Student Activity Sheet I 83
Appendix 6 Student Activity Sheet II 87
Appendix 7 Student Activity Sheet III 91
Appendix 8 Student Activity Sheet IV 95
Appendix 9 Alternative Solution of Student Activity Sheet I 99 Appendix 10 Alternative Solution of Student Activity Sheet II 101 Appendix 11 Alternative Solution of Student Activity Sheet III 102 Appendix 12 Alternative Solution of Student Activity Sheet IV 104
Appendix 13 Repetition Test I 105
Appendix 14 Repetition Test II 106
Appendix 15 Repetition Test III 107
Appendix 16 Repetition Test IV 108
Appendix 17 Alternative Solution of Repetition Test I 109 Appendix 18 Alternative Solution of Repetition Test II 110 Appendix 19 Alternative Solution of Repetition Test III 111 Appendix 20 Alternative Solution of Repetition Test IV 112
Appendix 21 Preliminary Test Blueprint 113
Appendix 22 Mathematical Communication Ability Test Cycle I
Blueprint 114
Appendix 23 Mathematical Communication Ability Test Cycle II
Blueprint 115
Appendix 24 Preliminary Test Validation 116
Appendix 25 Test Validation Cycle I 120
Appendix 26 Test Validation Cycle II 124
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Appendix 28 Mathematical Communication Ability Test (cycle I) 129 Appendix 29 Mathematical Communication Ability Test (cycle II) 132 Appendix 30 Alternative Solution Of Preliminary Mathematics
Communication Ability Test 136
Appendix 31 Alternative Solution of Mathematical
Communication Ability Test (cycle I) 138
Appendix 32 Alternative Solution of Mathematical
Communication Ability Test (cycle I) 143
Appendix 33 The Criteria Scoring of Preliminary Test 149 Appendix 34 The Criteria Scoring of Mathematical
Communication Ability Test (cycle I) 150
Appendix 35 The Criteria Scoring of Mathematical
Communication Ability Test (cycle II) 152
Appendix 36 Teacher’s Observation Activity Cycle I 154 Appendix 37 Teacher’s Observation Activity Cycle II 157 Appendix 38 Student’s Observation Activity Cycle I 160 Appendix 39 Student’s Observation Activity Cycle II 162
Appendix 40 The List Name Student’s 164
Appendix 41 Data of Teacher’s Activity Observation Cycle I 165 Appendix 42 Data of Teacher’s Activity Observation Cycle II 167 Appendix 43 Data of Student’s Activity Observation Cycle I 169 Appendix 44 Data of Student’s Activity Observation Cycle II 170 Appendix 45 The Result Description of Preliminary Test 171 Appendix 46 The Result Description of Test Cycle I 172 Appendix 47 The Result Description of Test Cycle II 173
Appendix 48 Results of Data Test 174
Appendix 49 Indicator Based Test Result Of Cycle I 175 Appendix 50 Indicator Based Test Result Of Cycle II 176
Appendix 51 Indicator Based Test Result 177
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CHAPTER 1
INTRODUCTION
1.1 Background
Mathematics, among other subjects taught in every class from elementary school to higher education, is a foundation and framework of sciences and technologies to achieve the aim of education in our state. According to National Ministry of Education No. 20 Year 2006, as noticed on May 23, 2006 for content standard, mathematics should be taught for students through elementary school to prepare them with thinking logically, analytically, systematically, critically, and creatively, as well as able to work cooperatively. These competencies are crucial to help someone inquiring, managing, analyzing, and implementing a bulk of information to survive in a competitive era.
Indeed, Mathematics is a special and unique language. Its uniqueness makes it called to be symbolic language (Usiski, in Hendiana and Soemarmo, 2014:12); Baron quoted that “A mathematician, like a painter or a poet, is a maker of patterns. If his more permanent than theirs, it is because they are made of ideas”. This means that mathematics is an efficient language; consistent; a beautiful pattern and quantitatively analytic; universal and able to be understand by every people whenever and wherever, which helps mathematics modeling to solve daily problems and other branch of sciences.
According to Schoenfeld (Hendiana and Soemarmo, 2014: 3), Mathematics, as a developing discipline, creates something to be logic, loads a sequence of symbols and reasoning types related each other where the truth can be achieved individually and collectively (mathematical society). This is explaining that Mathematics is not solely a discipline, but also consisting of society interaction in it. To Mathematics be growing and developing, mathematical communication ability required; the aim is to communicate mathematical ideas to other people especially to students who learn mathematics.
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According to Baroody (Hendiana and Soemarmo, 2014: 30), there are two reasons why Mathematics should be developed under the circumstance of students: (1) mathematics as a language, not only a tool to aid thinking in problem solving and drawing conclusion, but also as a priceless tool to communicate ideas clearly, precisely and accurately, (2) mathematics learning as social activity, as a social activity in class, interaction media among students and communication between teacher and students. Communication is required by students to express their selves, create social interaction – network, and reform their personalities. It also helps educators to understand student’s ability in interpreting their understanding about what they learn in mathematics.
Mathematical communication ability is an essential mathematical ability in high school unit education level curriculum, KTSP 2006. Hendriana and Soemarmo (2014: 29) express that the aims of learning mathematics are: to communicate ideas through symbols, tables, diagrams, or mathematical expression to make a problem clear; to appreciate mathematics in its use daily; to achieve curiosity, focus, and interest on learning mathematic as well as to achieve hard work and confidence in problem solving. Along with school curriculum, development of mathematical communication ability is also suitable to mathematics core as an efficient language; consistent; a beautiful pattern and quantitatively analytic; universal and able to be understand by every people whenever and wherever, which helps mathematics modeling to solve daily problems and other branch of sciences.
Over observation to this crucial ability, students are insisted to achieve it. In fact, students in SMP N 2 Panai Tengah, especially in class VIII – 1, had low achievement. This observation was conducted in January 2016, to the explanation of how students feel difficult to solve the test of mathematical communication ability, consists of two problems about topic of three dimensions in the school.
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Indonesian Version English Version
(1) Perhatikan gambar berikut ini. (1) See this figure carefully.
a. Berdasarkan gambar tersebut
informasi yang dapat kamu
peroleh?
b. Susunlah kalimat matematika untuk menghitung banyak kubus satuan yang dibutuhkan untuk mengisi balok hingga penuh ?
c. Berapa banyak sisi - sisi kubus yang kelihatan setelah disusun memenuhi balok?
a. Based on the figure above, what information can you get?
b. Formulate a mathematical model to compute unit cubes needed to full the beam up.
c. How many sides of cube can be seen after the beam is full up by cubes? (2) Bila tenda yang kamu lihat seperti
gambar berikut,
(2) If you see a tent like this following picture,
a. Berdasarkan gambar tersebut
informasi yang diperoleh?
d. Coba kamu susun kalimat
matematika untuk hitung luas kain terkecil yang di perlukan!
e. Coba kamu susun kalimat
matematika untuk hitung volume ruang tenda itu!
a. Based on the picture, what information can you get?
b. Try to formulate a mathematical model to calculate the smallest area of cloth to create that tent!
c. Try to formulate a mathematical model to calculate the volume of the tent!
Dimasukkan ke dalam kerangka balok
Kubus satuan 1
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The answers were analyzed and at the time a result of some errors found made by students. After checking problem (1), only 43.33% of the class was able to connect the figure into mathematical ideas correctly, 60% of the class was able in the indicator of formulating a mathematical model, and the rest of 3.33% of the class could conclude with right but incomplete answer, 76.67% of the class had wrong answer of conclusion and 6.66% was not answering. This picture is a sample of student’s answer.
The answer shows that the student was not able to formulate mathematical ideas into a correct model so he possessed wrong answer as he tried communicating the idea through narrative explanation. This shows the ability of the student is still low.
Figure 1.2 Student’s answer for problem 2 Figure 1.1 Student’s answer for problem 1
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Observing the problem (2), 66% of the class had been able to connect figure into mathematical idea correctly, but in mathematical modeling, they tended to struggle with difficulty: only 46% of the class mastered this indicator although it was incomplete, and 76.67% of the class could conclude with their own words (but still wrong), and 23.33% was not answering. This is a sample of student’s answer.
After checking the Figure 1.2, it is seen that the student was obviously wrong to identify the triangle’s height of prism base and the height of the prism itself. Misunderstanding occurred when read figures and connect them into mathematical ideas, so that they were not able to solve the problem, causing them not able to create any argumentative solution. It shows what level of mathematical communication they had, especially reading the figure and formulating a mathematical model from a mathematical idea, which led them to some mistakes to respond a problem argumentatively.
Tracking down the result of preliminary test of mathematical communication, only 66.67% (20 students) of 30 students passed the minimum score of 65 in SMP N 2 Panai Tengah. Meanwhile, the expected classical mastery is 85%. In mathematical communication ability test, none of them in very good level (score ≥ 90); 16.67% in good level, score ≥ 75; half of them in enough level, score ≥ 65; and 33.33% is in low level. This fact shows the mathematical communication ability of students in class 8 – 1 in SMP Negeri 2 Panai Tengah A.Y. 2015/ 2016 is low in common.
A solution for urgent, therefore, is needed to overcome the mathematical communication ability of students in SMP N 2 Panai Tengah class 8 – 1 A. Y. 2015/2016. In order to improve that ability, there is a need of efforts through classroom action research collaborating with teacher to implement an innovative learning model to create a conducive activity sequel and applicable in topic of three dimensions.
Suryanto (Handayani, Pujiastuti, and Suhito, 2014) emphasized that Auditory Intellectually Repetition (AIR) is an alternative of mathematics learning
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method. This model is actually very similar to SAVI method, but the repetition makes them two be different each other.
Maulana (Handayani, Pujiastuti, and Suhito, 2014) expressed that the AIR model considered effective if applying three crucial points: Auditory, Intellectually and Repetition. Auditory means that the ears are to learn by understanding, speaking, presentation, argumentation or arguing, and responding. Intellectually means that thinking ability must need some exercises of reasoning, creating, solving problem, constructing, and applying. Repetition is needed to learn deeper and wider; students are given some quizzes or other forms of exercises. Those three points should motivate students to solve daily problems through formulating into mathematical forms and of representing the result as well as to construct mathematical communication ability of students.
The AIR model is expected being fit to apply in learning mathematics (especially for three dimension flat faces) because this model uses all perceptions of body; that it eases students to learn the topic abstractly. The implementation of AIR model usually comes with teaching aids to support learning mathematics. The teaching aids are suitable to apply on topic of three dimensions since they are intertwined.
As have been written above, the researcher takes an interest to conduct a class action research to reveal if the AIR model enhances student’s mathematical communication ability to achieve the expected result of repairing student’s achievements in learning mathematics, as an academic contribution to enhance Indonesia’s education quality. Therefore, this research entitled “Enhancing Student’s Mathematical Communication Ability using Auditory Intellectually Repetition (AIR) Model in Class 8 SMP N 2 Panai Tengah Academic Year 2015/2016”.
1.2 Problem Identification
Based on the problem identification above, there are some identified problems. They are:
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1. Low level student’s mathematical communication ability in SMP N 2 Panai Tengah. This fact is shown by their difficulty to solve mathematical communication problem in representing assertion of verbal, non verbal, figure and graphic, proposing mathematical guessing, manipulating mathematically, and drawing a conclusion from a mathematical assertion to make the solution clear.
2. The focus of students when solving mathematical problems is on mathematical formulas.
3. Disability of students to retrieve knowledge from teacher. 4. Less active students to solve the mathematical communication. 1.3 Problem Limitation
Conscious of self – ability, research background and the problem, this research is limited in enhancing student’s mathematical communication ability using Auditory Intellectually Repetition (AIR) model on topic of Solid Polyhedron in Class 8 – 1 in the second semester of academic year 2015/2016.
1.4Problem Formulation
Based on the above problem, the problem formulation in this research are: 1. Is student’s mathematical communication ability enhanced after AIR
model?
2. How is the mathematics learning activity using AIR model? 1.5 Research Objective
The objectives of this research are:
1. to achieve enhancement of mathematical communication ability after Auditory Intellectually Repetition (AIR) model.
2. to enhance mathematics learning activity in the classroom using AIR model.
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1.6 Research Advantages
This research gives advantages for:
1. The researcher himself, as a partial fulfillment of achieving degree in UNIMED and as a medium to retrieve information and expand knowledge about the implementation of Auditory Intellectually Repetition (AIR) model as well as a preparation of a professional teacher.
2. Teacher, as a recommendation to use this AIR model in learning mathematics.
3. Students; this research is to enhance their mathematical communication ability, developing a mutual cooperative work, appreciating each other and trusting each other in solving problems.
4. School; this research is to share a result of thinking and material for school in order to enhance learning in schools.
1.7 Operational Definition
To avoid misunderstanding on some key terms in the problem formulation, this operational definition is as follows:
1. Mathematical communication ability, especially written, is student’s ability to connect pictures, tables, diagrams, and daily events in to mathematical ideas, formulate mathematical ideas into mathematical model, of using vocabulary, notions and structures of Mathematics to express the relationships and ideas, and understand them to solve mathematics problems.
Student’s mathematical communication ability, especially written, occurs if student is able to:
a. Connecting some the picture, chart, daily event, etc in a mathematical idea.
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c. Determine mathematical model by using mathematical language to solve mathematics problems.
2. Auditory Intellectually Repetition (AIR) model is a learning model considering learning is effective if involving three components:
b. Auditory
Auditory is a learning stage using tools, so students listen to understand and memorize, learn to speak and listen, present, argue, submit an opinion and respond.
c. Intellectually
Intellectually is learn to think, solving problem using minds on, concentrating and training to use it through reasoning, investigating, identifying, inventing, creating, constructing, solving problem and applying.
d. Repetition
Repetition means to repeat, analyze, and improve by training students through assignments and quizzes.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
From learning activity result carried out for those two cycles and according to the discussion and analysis, there are some conclusions drawn on the implementation of AIR model in mathematics learning on topic of Solid Polyhedroan in Class 8 SMP N 2 Panai Tengah Academic Year 2015/2016:
1. The research result shows that AIR model can enhance student’s mathematical communication ability. The proof is based on mathematical communication ability test: classical learning mastery enhances 13.33% from cycle I to cycle II, and supported by normalized gain of 0.50 in Moderate category. The test average score in cycle I is 71.88 with learning mastery of 73.33% and the test average score is 78.47 in cycle II with learning mastery of 86.67% so that gives enough classical learning mastery to pass.
2. The research result shows that AIR model can enhance student’s activity. The proof is based on student’s activity observation data: from total score of 36, score 24 in cycle I or 67% of activity indicator; score 31 in cycle II or 86% of activity indicator showing an enhancement of 19%. In the interval, student’s activity in cycle II is between 80% to 90% or Good category.
5.2 Recommendation
The researcher writes these following recommendations:
1. Teacher should implement AIR model to teach topic of Solid Polyhedron because this model fits to teach mathematical communication in this topic. 2. AIR model is necessarily implemented on other topics to achieve a clearer
description on connectivity of daily life and the topic that has been learnt. 3. The repetition phase should be emphasized to strengthen students to learn
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Sutikno, S., (2013), Belajar dan Pembelajaran “Upaya Kreatif dalam Mewujudkan Pembelajaran yang Berhasil”, Holistica, Lombok
Richard R. Hake, (1998) Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey Of Mechanics Test Data For Introductory Physics Courses, American Journal of Physics, Doi: 10.1119/1.18809 Suryanti, Abduh H. Harun, dan Dwi Septiwiharti, (2013) Meningkatkan Hasil
Belajar Siswa Kelas II SDN I Kayu Agung dalam Pembelajaran PKn dengan Menggunakan Media Gambar, Jurnal Kreatif Tadulako Online Vol. 1 No. 3, ISSN: 2354-614X
Trianto. (2009), Mendesain Model Pembelajaran Inovatif – Progresif : Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP), Kencana, Jakarta
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional
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1. Low level student’s mathematical communication ability in SMP N 2 Panai Tengah. This fact is shown by their difficulty to solve mathematical communication problem in representing assertion of verbal, non verbal, figure and graphic, proposing mathematical guessing, manipulating mathematically, and drawing a conclusion from a mathematical assertion to make the solution clear.
2. The focus of students when solving mathematical problems is on mathematical formulas.
3. Disability of students to retrieve knowledge from teacher. 4. Less active students to solve the mathematical communication.
1.3 Problem Limitation
Conscious of self – ability, research background and the problem, this research is limited in enhancing student’s mathematical communication ability using Auditory Intellectually Repetition (AIR) model on topic of Solid Polyhedron in Class 8 – 1 in the second semester of academic year 2015/2016.
1.4Problem Formulation
Based on the above problem, the problem formulation in this research are: 1. Is student’s mathematical communication ability enhanced after AIR
model?
2. How is the mathematics learning activity using AIR model?
1.5 Research Objective
The objectives of this research are:
1. to achieve enhancement of mathematical communication ability after Auditory Intellectually Repetition (AIR) model.
2. to enhance mathematics learning activity in the classroom using AIR model.
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1.6 Research Advantages
This research gives advantages for:
1. The researcher himself, as a partial fulfillment of achieving degree in UNIMED and as a medium to retrieve information and expand knowledge about the implementation of Auditory Intellectually Repetition (AIR) model as well as a preparation of a professional teacher.
2. Teacher, as a recommendation to use this AIR model in learning mathematics.
3. Students; this research is to enhance their mathematical communication ability, developing a mutual cooperative work, appreciating each other and trusting each other in solving problems.
4. School; this research is to share a result of thinking and material for school in order to enhance learning in schools.
1.7 Operational Definition
To avoid misunderstanding on some key terms in the problem formulation, this operational definition is as follows:
1. Mathematical communication ability, especially written, is student’s ability to connect pictures, tables, diagrams, and daily events in to mathematical ideas, formulate mathematical ideas into mathematical model, of using vocabulary, notions and structures of Mathematics to express the relationships and ideas, and understand them to solve mathematics problems.
Student’s mathematical communication ability, especially written, occurs if student is able to:
a. Connecting some the picture, chart, daily event, etc in a mathematical idea.
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c. Determine mathematical model by using mathematical language to solve mathematics problems.
2. Auditory Intellectually Repetition (AIR) model is a learning model considering learning is effective if involving three components:
b. Auditory
Auditory is a learning stage using tools, so students listen to understand and memorize, learn to speak and listen, present, argue, submit an opinion and respond.
c. Intellectually
Intellectually is learn to think, solving problem using minds on, concentrating and training to use it through reasoning, investigating, identifying, inventing, creating, constructing, solving problem and applying.
d. Repetition
Repetition means to repeat, analyze, and improve by training students through assignments and quizzes.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
From learning activity result carried out for those two cycles and according to the discussion and analysis, there are some conclusions drawn on the implementation of AIR model in mathematics learning on topic of Solid Polyhedroan in Class 8 SMP N 2 Panai Tengah Academic Year 2015/2016:
1. The research result shows that AIR model can enhance student’s mathematical communication ability. The proof is based on mathematical communication ability test: classical learning mastery enhances 13.33% from cycle I to cycle II, and supported by normalized gain of 0.50 in Moderate category. The test average score in cycle I is 71.88 with learning mastery of 73.33% and the test average score is 78.47 in cycle II with learning mastery of 86.67% so that gives enough classical learning mastery to pass.
2. The research result shows that AIR model can enhance student’s activity. The proof is based on student’s activity observation data: from total score of 36, score 24 in cycle I or 67% of activity indicator; score 31 in cycle II or 86% of activity indicator showing an enhancement of 19%. In the interval, student’s activity in cycle II is between 80% to 90% or Good category.
5.2 Recommendation
The researcher writes these following recommendations:
1. Teacher should implement AIR model to teach topic of Solid Polyhedron because this model fits to teach mathematical communication in this topic. 2. AIR model is necessarily implemented on other topics to achieve a clearer
description on connectivity of daily life and the topic that has been learnt. 3. The repetition phase should be emphasized to strengthen students to learn
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