THE DIFFERENCE OF STUDENTS MATHEMATICAL COMMUNICATION ABILITY TAUGHT BY COOPERATIVE LEARNING TEAMS GAMES TOURNAMNET TYPE WITH LEARNING CYCLE MODEL INTEGRATED WITH CHARACTER EDUCATION AT SMA NEGERI 1 BERASTAGI.
THE DIFFERENCE OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY
TAUGHT BY COOPERATIVE LEARNING TEAM GAMES TOURNAMENT
TYPE WITH LEARNING CYCLE MODEL INTEGRATED WITH
CHARACTER EDUCATIONAT SMA NEGERI 1 BERASTAGI
By:
Kristiani Br Sitepu
ID 4113111043
Mathematics Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting
the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
i
iv
PREFACE
Give thank’s to Lord give me more spirit to finish my thesis. The title of
thesis is The Difference of Student's Matematical Comunication Ability Taught by
Cooperative Learning Teams Games Tournament Type and Learning Cycle
Model Integrated with Character Education at SMA Negeri 1 Berastagi. This
thesis was arranged to satisfy the law to get the Sarjana Pendidikan of
Mathematics and Science Faculty in State University of Medan.
For this chance I want to say thank you for the rector of State University
of Medan, Mr. Prof. Dr. Syawal Gultom, M.Pd. and his staffs, Mr. Prof. Drs.
Motlan, M.Sc., Ph.D. for dean of FMIPA UNIMED and his college assistant of
Dean I, II, III in Unimed, Mr Dr. Edi Surya, M.Si. as Leader of Mathematics
Department, Mr. Drs. Zul Amry, M.Si. as Leader of Mathematics Education
Study Program and then Mr. Drs. Yasifati Hia, M.Si. as secretary of Mathematics
Department.
Big Thank’s for Mr. Dr. KMS. M Amin Fauzi, M.Pd as supervisor who
guide to prepare this thesis. And the thanks a lot for Mr. Prof. Dr. Hasratuddin,
M.Pd., Mr. Prof. Dr. Mukhtar, M.Pd., and Mr. Drs. Zul Amry, M.Si who’re the
persons responsible for my thesis from the beginning until end. Thanks to Mr.
Prof. Dr. Mukhtar, M.Pd as my academic supervisor and then thank you so much
for all my lecturers and staffs in FMIPA.
Special thanks to my lovely father Mr. Ngampeken Sitepu, and my lovely
mother Mrs. Nurlianna br Sembiring for giving motivation, pray and all I need in
finishing this thesis. And then thanks to my lovely brothers Heri Riski Sitepu and
Raja Ngatur Sitepu.
And then, thank you so much for helping Alberto Colia, M.Pd as
headmaster of SMA Negeri 1 Berastagi, Mrs. Elvri Theresia Sembiring, S.Pd. as a
mathematics teacher and all staffs in SMA Negeri 1 Berastagi especially for my
students in X PIA 7 and X PIA 6 class for helping and supporting in doing
research.
Also thanks to big family in Bilingual Mathematics Education 2011 for
sadness and happiness in the class, Yerni, Dewi, Samantha, Rony, Lestari,
v
Natalita, Aprita, Verawati, Anna, Debby, Yohannes, Nelly, Widi, Leni, Dwi,
Sapta, Acy, Mawaddah, Tika, Asifa, Elvi, Evan, Fahrozy, and Galang.
The writer should give a big effort to prepare this thesis, and the writer
knows that this thesis has so many weaknesses. So that, the writer needs some
suggestions to make it this be better. And big wishes, it can be improve our
knowledge.
Medan,
Writer,
2015
Kristiani Br Sitepu
ID. 4113111043
iii
THE DIFFERENCE OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY
TAUGHT BY COOPERATIVE LEARNING TEAM GAMES TOURNAMENT
TYPE WITH LEARNING CYCLE MODEL INTEGRATED WITH
CHARACTER EDUCATION AT SMA NEGERI 1 BERASTAGI
Kristiani Br Sitepu (IDN. 4113111043)
ABSTRACT
The aim of this research was to know whether student’s mathematical
communication ability by using cooperative learning model TGT type was better
than Learning Cycle Model. The research method was quasi-experiment. The
population was all students at SMA Negeri 1 Berastagi. The sample of this
research took two classes and consist of 32 students for each class, X PIA 7 as
experimental class I which used cooperative learning model TGT type and X PIA
6 as experimental class II which used Learning Cycle Model.
This research using post-test only. From the result of conditional test of
data, all of data from posttest are normal distribution and homogeneous. Data was
analyzed by using descriptive statistic analysis and inferential analysis.
The result of the research shows that the means score are 94,5 in
experiment class I and 92,7 in experiment class II. It can descriptively be seen that
the means score of posttest the students’ mathematical communication ability by
using cooperative learning model TGT type is better than Learning Cycle Model.
Hypothesis analysis was obtained that tcalculated > ttable = 2.168 > 1.669 with =
0.05 so consequently Ha is accepted. It means that the students’ mathematical
communication ability by using cooperative learning model Teams Games
Tournament type is better than Learning Cycle Model.
Keyword: TGT, Leaning Cycle, mathematical communication ability
vi
CONTENTS
Page
Sheet of Agreement
i
Biography
ii
Abstract
iii
Preface
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. Problems Identification
8
1.3. Problems Limitation
8
1.4. Problems Formulation
8
1.5. Research Objectives
9
1.6. Research Benefits
9
1.7. Operational Definitions
9
CHAPTER II LITERATURE REVIEW
11
2.1
Theoretical Framework
11
2.1.1
Mathematical Communication Ability
11
2.1.2
Cooperative Learning
15
2.1.2.1 Definition of Cooperative Learning
15
2.1.2.2 Cooperative Learning Type TGT
17
Learning Cycle Model
20
2.1.3.1 Constructivism Learning
20
2.1.3
a. Definition od Constructivism Learning
20
b. Constructivism in Education
21
vii
2.1.3.2
2.1.4
Learning Cycle Model
22
Character Education
25
2.1.4.1 Definition Character Education
25
2.1.4.2
Function Character Education
26
2.1.4.3
Purpose Character Education
27
2.1.4.4
Value Character Education in Schools
27
2.2
Relevant Research
29
2.3
Conceptual Framework
29
2.4
Hypothesis
30
CHAPTER III RESEARCH METHODOLOGY
31
3.1. Location and Time of research
31
3.2. Population and Sample of Research
31
3.3. Variable of Research
31
3.3.1 Independent Variable
31
3.1.2 Dependent Variable
31
3.4. Design of Research
32
3.5. Procedurest of Research
32
3.5.1 Preparation Phase
32
3.5.2 Implementation Phase
33
3.5.3 Last Phase
33
3.6. Research Instrument
34
3.6.1 Test Of Mathematical Communication Abiity
35
3.7
Instrument Trial
37
3.8
Analysis Data Technique
37
3.8.1
37
Calculating Average of Score
3.8.2 Calculating of Deviation Standart
37
3.8.3 Normality test
37
3.8.4
Homogeneity Test
38
3.8.5
Hypothesis Test
39
3.8.6
Correlation between Mathematics Communication
viii
Ability and Students Character
40
CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS
42
4.1
Description of Research Result
42
4.1.1 The of Mathematical Communication Ability Test
42
The Analysis Data of Result Research
43
4.2
4.2.1 Normality Test of Student’s Mathematical Communication
Ability
43
4.2.2 Homogeneity of Mathematical Communication Ability Test
43
4.2.3 Hypotheses
43
4.2.4 The Difference in Charaterictics Student’s Answer in Research
Result
44
4.2.5 Correlation Test of Student’s Mathematical Communication
Ability with Students’s Character Education
4.3
Research Discussion
46
47
CHAPTER V CONCLUSION AND SUGGESTION
49
5.1
Conclusion
49
5.2
Suggestion
49
REFERENCE
51
APPENDIX
55
DOCUMENTATION OF RESEARCH
152
x
LIST OF TABLE
Page
Table 2.1
Steps Cooperative Learning Model
17
Table 2.2
Description of Value Character Education
27
Table 3.1
Design of Reseacrh
32
Table 3.2
The Blueprint of Mathematical Communication Ability Test
35
Table 3.3
The Criteria Giving Score of Mathematical Communication
Ability Test
Table 3.4
Guidelines of Giving Score of Mathematical Communication
Ability Test
Table 4.1
36
The Data of Pretest Score of Mathematical Communication
Ability Test
Table 4.6
35
42
The Correlation Test of Srudent’s Mathematical
Communication Ability with Student’s Character Education
46
ix
LIST OF FIGURE
Page
Figure 2.1
Mathematical Communication Scheme
12
Figure 2.2
Mechanism Tournamnet
19
Figure 2.3
Assignment of Tournamnet tables
20
Figure 3.1
Scheme of Research Procedures
34
Figure 4.1
The Difference in Students’ Answer in TGT and Learning
Cycle Class Ist Indicator Problem No 1
Figure 4.2
The Difference in Students’ Answer in TGT and Learning
Cycle Class 2nd Indicator Problem No 2
Figure 4.3
45
The Difference in Students’ Answer in TGT and Learning
Cycle Class 2nd Indicator Problem No 4
Figure 4.4
44
45
The Difference in Students’ Answer in TGT and Learning
Cycle Class 3rd Indicator Problem No 3
46
xi
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan I (Teams Games Tournament)
55
Appendix 2
Lesson Plan II (Teams Games Tournament)
63
Appendix 3
Lesson Plan III (Teams Games Tournament)
72
Appendix 4
Lesson Plan I (Learning Cycle)
81
Appendix 5
Lesson Plan II (Learning Cycle)
88
Appendix 6
Lesson Plan III (learning Cycle)
96
Appendix 7
Student Worksheet I (Teams Games Tournament)
104
Appendix 8
Student Worksheet II (Teams Games Tournament)
108
Appendix 9
Student Worksheet III (Teams Games Tournament)
111
Appendix 10 Student Worksheet I (Learning Cycle)
114
Appendix 11 Student Worksheet II (Learning Cycle)
118
Appendix 12 Student Worksheet III (Learning Cycle)
121
Appendix 13 Post-Test of Mathematical Communication Ability
124
Appendix 14 Alternative Solution for Post-Test
128
Appendix 15 Lattice of Post-Test
132
Appendix 16 Guidelines Scoring for Post-Test
133
Appendix 17 Validation Sheet of Post-test
134
Appendix 18 Result of Students Mathematical Communication Ability
of Experiment Class I
136
Appendix 19 Result of Students Mathematical Communication Ability
of Experiment Class II
137
Appendix 20 Calculation of Data Normality Test of Student’s
Mathematical Communication Ability
138
Appendix 21 Homogenity Test
140
Appendix 22 Hypothesis Test
141
Appendix 23 Rubric Assessment of Character Education
143
Appendix 24 Correlation of Student’s Normalized Gain Mathematical
Communication Ability and Character Education
146
xii
Appendix 25 Documentation
152
1
CHAPTER I
INTRODUCTION
1.1. Background
Indonesia is a developing country that is rapidly developing. For the
purposes of this building, and in addition to the necessary capital resources,
required qualified human resources for development purposes. One effort to create
and enhance these resources through education.
Throughout its history, in this world, education is essentially has two
objectives, namely to help people to be smart and clever, and help them become
better human beings (Haryanto, 2012). Making intelligent and clever man, it could
be easy to do, but to makes people to be kind and wise, it seems much more
difficult or even very difficult. Thus, it is reasonable to say that the moral problem
is a matter of acute or chronic diseases that accompany human life anytime and
anywhere.
The phenomenon of the degenerate of the character of the nation can be
due to weakness of character education in continue the value of nationalism over
the generations. Straight life following the rules of the values and norms directed
to the welfare and happiness of living in the world is charactered life. In the lives
of individual, family, school and community; corruption considered to be a
culture; abuse and juvenile delinquency are rampant; cheating in exams is
considered normal and even necessary; and others who all was not in accordance
with the demands of life characterized. By seeing the fact, then the character 's
behavior is not sufficiently represented by the term smart, polite or immoral alone
but must be done through the learning process. The learning process as a form of
educational efforts, organized by the educators at all levels and types of education
can optimize the desired character education efforts. (Prayitno in Sari, 2012)
Mathematics as a science that underlies the development of modern
technology, have an important role in a variety of disciplines and advance the
thinking power of humans. To master and create future technologies required
mastery of mathematics from an early age. Therefore, the subjects of mathematics
is a subject that is given at every level of education from the start of primary
education.
2
Mathematics is also a means to foster students' mathematical abilities,
such as the ability to think logically, creatively, critically, carefully, effectively,
problem solving, representation, connections, communication, and so on.
Knowing that the benefit of mathematics for human is very magnitude, it is not
surprising that mathematics subject becomes a concern, of course, in this case the
concern is the math learning achievement as measured from the mathematical
ability of the student (doing math).
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.
Based on the Regulation of the Minister of National Education No. 22 of
2006 stated that the study of mathematics aims to enable students to have the
following capabilities: (1) Understand the concepts of mathematics, explains the
relationship between concepts and apply concepts or algorithms, are flexible,
accurate, efficient, and precise, in solving the problem. (2) Using the pattern and
nature of the reasoning, mathematical manipulation in making generalizations,
compile evidence, or explain ideas and mathematical statements. (3) Solve the
problem that includes the ability to understand the problem, devised a
mathematical model, solve the model and interpret the obtained solution. (4)
Communicate ideas with symbols, tables, diagrams, or other media to clarify the
situation or problem. (5) Have respect for the usefulness of mathematics in life,
which has a curiosity, attention, and interest in studying mathematics, as well as a
tenacious attitude and confidence in solving problems. Ministry of Education
(2006).
Based on NCTM (2000) describes the communication is a very important
part of mathematics and mathematics education. Communication is a way of
sharing ideas and clarifying understanding. Through the communication of ideas
can be reflected, repaired, discussed, and developed. Communication process also
3
helps build meaning and permanents ideas and communication process can also
publish the idea. When students challenged their minds and their ability to think
about mathematics and communicate the results of their thoughts orally or in
writing, they are learning to explain and convince. Listen to the explanation of the
other students, giving students the opportunity to develop their understanding.
Communication is essential for students because every problem in daily life needs
good communication to find its solution. In an effort to develop communication,
students have to be able to deliver information to the mathematical language, for
example, presents the question or problem into a mathematical model to make it
more practical, systematic, efficient, and easy to understand.
Mathematical communication ability can occur when students work in
groups, when students describe an algorithm to solve an equation, when students
construct and describe a graphical representation of the real-world phenomena,
and when students give a conjecture on geometry images. Furthermore, in
learning students need accustom to give arguments of each answer and give
responses to the answers given by others, so that what is learned becomes
meaningful.
Ansari (2012: 11) evaluation standart to measure mathematical
communication is expressed as follows:
(1)Menyatakan ide matematika dengan berbicara, menulis, demonstrasi,
dan menggambarkannya dalam bentuk visual; (2)Memahami,
menginterpretasi, dan menilai ide matematik yang disajikan dalam bentuk
tulisan, lisan atau bentuk visual; (3)Menggunakan kosa kata/ bahasa,
notasi dan struktur matematik untuk menyatakan ide, menggambarkan
hubungan dan pembuatan model.
Baroody (in Ansari, 2009: 4) says there are at least two reasons why
communication in mathematics should be developed in students. First, matematics
as language, mathematics means not just thinking tool (a tool to aid thinking), a
tool for finding patterns, solve problems or draw conclusions, but mathematics as
well as a valuable tool to communicate ideas clearly, precisely and carefully. Both
matematics learning as a social activity as a means of social activity in the process
of learning mathematics, mathematics as well as a means of interaction between
students and also communication between teachers and students. This is an aspect
that can accelerate students' understanding of mathematical concepts.
4
One reason of low ability students' mathematical communication is normal
learning process and still centered on the teacher. Students not involved in
constructing ability, only receive the information submitted searaah of teachers.
Often students are not able to answer questions that are different from the
example set by the teacher and doing exercises follow the pattern set by the
teacher.
Teaching pattern has been used by teacher has not been able to help
activate the students in learning, motivation to express their ideas and opinions,
and even students are still reluctant to ask the teacher if they do not understand the
concepts taught. To develop the communication skills of mathematics, teachers
should seek learning by using a model - a model of learning that can provide
opportunities
and
encourage
students
to
train
students'
mathematical
communication skills.
Based on the observation result which had done towards students in grade
X PIA 6 SMA Negeri 1 Berastagi showed that students are less able in
communicating to deliver information, such as expressing ideas, asking questions,
and answering questions/opinions the other students. They tend to passive when
teacher is asking a question to check student’s knowledge. Students seem bashful
to ask when teacher gives the opportunity. Even though there was student who
answered the question, it seems clumsiness, less of variation, monotone, and not
actual. It makes that the learning process in class “not alive”. Majority teachers
teach with lecturing method and writing notes on blackboard. It means that the
learning process in class does rarely practice and rarely develop mathematical
communication ability and interaction process among students, such as
cooperative, expressing idea, asking question, and answering question/opinion the
other students. Teacher has implemented discussion in learning model, however
what has done is discussion in conventional way. In instructing the discussion,
teacher only give some questions to students/groups that consist almost of
materials in that topic, such that student’s thinking is not developed and not
stimulated to think critically. In writing mathematics, students can draw diagram,
graph, or table, but they cannot draw it completely and clearly. Students also can
5
write mathematical model or algebraic form, but not completely. These were test
that given to students:
1. The following is a survey how some students go to school
a.
How many students were surveyed?
b. Mention the fewest way used by students to go to school!
c. Mention the way most used by student to go to school!
d. What percentage of students who go to school by public transport?
The picture below showed one of the student answers:
students
do
not
understand what is
being
asked
in
question
2. The following is a table of smartphone sales profits in Store A..
Months
1
2
3
4
5
6
Profits (millions
10
13
21
15
16
20
rupiah)
a. Serve the data from the table above in the form of line charts!
b.
When the most sales of smartphone?
c. Determine the average sales of smartphones in store A!
6
The picture below showed one of the student answers:
Student did not write the
Note in chart
there are many students
who are wrong in doing
calculations
Based on the results of test above, can be concluded that the students’
mathematical communication ability was in low. Students had difficulties in
answering the questions, students had difficulties to express mathematical
description into mathematical model; students were not able to create
mathematical model through diagram, graph, or table; and students had
difficulties to explain mathematical model and do calculation.
Based on observation had done, majority teachers teach with lecturing
method and writing notes on whiteboard. The selection of varied teaching
methods will improve teaching and learning activities and motivate students to
learn. Such that students can learn well, then the teaching methods to be
undertaken as efficiently and effectively as possible. In addition, the selection of
learning approaches also influences the students’ abilities on mathematics. The
selection of learning approaches should be tailored to the learning objectives with
the needs of students, and can guide students to gain learning experience in order
to improve students' math abilities, such as mathematical communication
ability. Learning approach chosen should be meaningful, because through learning
approach students should be able to find their own knowledge and abilities they
need, not only notification. Therefore, the learning approach is designed so that
students are able to construct knowledge in the minds of students, so the students
were able to learn active and independent and able to solve problems.
7
One effort that can be done is by the use of cooperative learning.
According Safrida (2014) cooperative learning are chosen with consideration that
the process of cooperative learning involves students in a group discussion so that
students will be able to communicate mathematically and allows students to be
more open in expressing an idea or opinion. This can be done on cooperative
learning model of Team Games Tournament.
Slavin (2010; 63) state that
Teams Games Tournament is one of type cooperative learning that puts
students ini a group 5-6 students that have the ability, gender and syllable
or a difference race. Teacher presents the material, and students work in
their groups.
Teams Games Tournament is a cooperative learning model that is
considered to arouse students’ interest in mathematics an to make students more
active, encouraging cooperative among students in learning the concept to
improve students’ mathematical communication ability.
The advantages of cooperative learning type Teams Games Tournament,
namely:
1. Teams Games Tounament model will foster a sense of togetherness and
mutual rescpect among members of the group.
2. Students more enthusiastic about the course. Because in the learning,
the teachers promises a tribute to the best students in groups.
3. The learners become more fun in the class because there is games
tournament.
Other learning models that are also expected to develop students'
mathematical communication skills is learning cycle. Learning cycle is expected
to make students not only hear from teachers but can play an active role to explore
and enrich the understanding of the concept to increase the students' mathematical
communication skills. Learning Learning cycles are designed with coverage of
five phases: (1) engagement, (2) exploration, (3) explanation, (4) the application
of the concept and (5) evaluation. Through Learning cycle models, students are
expected to have the readiness and can develop their own understanding of a
concept to try and think of activities (hands -on activities and minds -on
activities), so that students can communicate the idea in class.
8
Based on the above, researcher interested in conducting research with title:
“The Difference of Student's Matematical Comunication Ability Taught by
Cooperative Learning Teams Games Tournament Type and Learning Cycle
Model Integrated with Character Education at SMA Negeri 1 Berastagi.”
1.2 Problems Identification
Based on the background can be identified the problem that occured as follows:
1.
The attitude of the students who are less good and the degenerate moral of
learners.
2.
The students’ mathematical communication is still low.
3.
Mathematics is considered difficult and not interesting.
4.
The model of learning that are less attractive cause the low of student interest
in learning .
5.
The method of Teams Games Tournament and Learning Cycle is not used in
schools.
1.3 Problems Limitation
Based on problems identification above, it needs problems limitation to be more
focused. The problem to be examined in this study is limited to:
1. The model used are cooperative learning Teams Games Tournament type
and Learning cycle model integrated with character education.
2. The student’s mathematical communication ability in this research is
bounced in student’s mathematical communication ability at topic
statistics in grade X semester II.
3. The difference in the process of students' answers on the mathematical
communication ability test in both experimental class.
1.4 Problems Formulation
From backgound of problem, the problem formulation are
Is students’ mathematical communication ability by using cooperative learning
Teams Games Tournament type higher than Learning Cycle integrated with
character education?
9
How does the process of student’s answer in mathematical communication
ability test?
1.5. Research Objective
Based on the problem formulation which has been described, the objectives of this
research are:
To know which higher of student’s mathematical communication ability using
Teams Games Tournament (TGT) or Learning Cycle that integrated with
character education.
To know the difference students process of answer from Teams Games
Tournament(TGT) and Learning Cycle class.
1.6. Research Benefit
The results obtained are expected to be useful both for teachers, students and
researchers:
1. For the teacher: can be an alternative model that can be applied to increase the
students' mathematical communication skills.
2. For students
: can improve students' mathematical communication.
3. For researchers: it can be a means for self-development researchers in finding
appropriate learning models and can be used as a reference
for other researchers in similar studies.
1.7 Operational definitions
Operational definition is necessary to avoid errors in interpreting and
interpret in the context of this study variables. Operations of each variable is
described as follows:
1. The ability of mathematical communication referred to in this research is the
process of solving problems in terms of student scores (1) The ability of
student’s mathematical problem into mathematical model, (2) The ability to
explaining mathematical problem to figure, (3) The ability of explaining
problem situation by own words and doing calculation.
10
2. Cooperative learning Teams Games Tournament type is one of cooperative
learning model that promotes learning ini heterogeneous group as well contain
elements of the games and reinforcement. The syntaxes of
cooperative
learning model type team games tournamnet are:
a.
Presenting learning goals and set
b.
Present Information (Class Presentation)
c.
Organize students into learning teams (Teams)
d.
Assist team work and study (Teams)
e.
Test on the materials (Games Tournament)
f.
Provide Recognation (Team Recognize)
3. Learning Cycle is a model of student-centered learning that is a series of
stages of activities (phase) are organized so that students can master the
competencies that must be achieved in learning to play an active role. The
syntaxes of learning cycle model called 5E that are: engagement, exploration,
explanation, elaboration, and evaluation.
4. Character education is a system of cultivation of character values to the school
community, which includes knowledge, consciousness or volition, and actions
to implement proficiency level value, both to the God Almighty, ourselves,
others, the environment, or nationality to become human better.
49
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
1. Based on the result of research obtained can be concluded that students’
mathematical communication ability by using cooperative learning Teams
Games Tournament (TGT) type in experimental class I is better than
students’ mathematical communication ability by Learning Cycle model in
experimental class II on topic Statustics at SMA Negeri 1 Berastagi.
2.
From the process of the students in solving mathematical communication
ability test can be seen some differences from both of experimental classes.
There are significant differences in the second and third indicator of
mathematical communication ability. In the second indicator, namely the
ability to explaining mathematical problem to figure, TGT class students
answer more completely than the Learning Cycle class. While in the third
indicator, namely the ability of explaining the mathematical problem by their
own words students' answers in TGT class also more complete that learning
cycle class.
5.2 Suggestion
Based on the results of research and the above conclusion, then researcher
submits some suggestions, as follows:
1. Cooperative Learning Teams Games Tournament Type and Learning Cycle
can be as consideration to teachers in senior high school to develop students’
mathematical communication ability.
2. In the implementation of Teams Games Tournament (TGT) model, it’s better
the teacher consider time allocation in learning process because phase games
tournament will take much time.
3. If teacher want to implemented Teams Games Tournamnet model, first
teacher have to ensure that students can be arranged so that the time to apply
the TGT effectively is enough.
4. Students’ mathematical communication ability in the indicators explaining
mathematical problem to figure and by their own words should be further
50
enhanced by give SAS more frequent to students to improve mathematical
communication ability.
5. For further researcher, result and instrument of this research can be used as
consideration to implement cooperative learning type TGT and Learning
Cycle in different class level and topic.
51
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Abdulkadir and Ahmed., (2013), The Effects of 5E Learning Cycle Model in
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Permanence of Their Knowledge, International Journal on New Trends
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Ahsanullah, M., (2008), Applied Statistics Research Progress, Nova Science
Publishers, New York
Agustyaningrum, N., (2011), Implementasi Model Pembelajaran Learning Cycle
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Komunikasi Matematis Siswa dengan Menggunakan Pembelajaran
Kooperatif tipe STAD dan Jigsaw di SMA Negeri 17 Medan dan SMA
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Cooperative Learning on The Learning Motivation and Mathematical
54
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Berperadapan, Pustaka Belajar, Yogyakarta
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Jakarta
TAUGHT BY COOPERATIVE LEARNING TEAM GAMES TOURNAMENT
TYPE WITH LEARNING CYCLE MODEL INTEGRATED WITH
CHARACTER EDUCATIONAT SMA NEGERI 1 BERASTAGI
By:
Kristiani Br Sitepu
ID 4113111043
Mathematics Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting
the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015
i
iv
PREFACE
Give thank’s to Lord give me more spirit to finish my thesis. The title of
thesis is The Difference of Student's Matematical Comunication Ability Taught by
Cooperative Learning Teams Games Tournament Type and Learning Cycle
Model Integrated with Character Education at SMA Negeri 1 Berastagi. This
thesis was arranged to satisfy the law to get the Sarjana Pendidikan of
Mathematics and Science Faculty in State University of Medan.
For this chance I want to say thank you for the rector of State University
of Medan, Mr. Prof. Dr. Syawal Gultom, M.Pd. and his staffs, Mr. Prof. Drs.
Motlan, M.Sc., Ph.D. for dean of FMIPA UNIMED and his college assistant of
Dean I, II, III in Unimed, Mr Dr. Edi Surya, M.Si. as Leader of Mathematics
Department, Mr. Drs. Zul Amry, M.Si. as Leader of Mathematics Education
Study Program and then Mr. Drs. Yasifati Hia, M.Si. as secretary of Mathematics
Department.
Big Thank’s for Mr. Dr. KMS. M Amin Fauzi, M.Pd as supervisor who
guide to prepare this thesis. And the thanks a lot for Mr. Prof. Dr. Hasratuddin,
M.Pd., Mr. Prof. Dr. Mukhtar, M.Pd., and Mr. Drs. Zul Amry, M.Si who’re the
persons responsible for my thesis from the beginning until end. Thanks to Mr.
Prof. Dr. Mukhtar, M.Pd as my academic supervisor and then thank you so much
for all my lecturers and staffs in FMIPA.
Special thanks to my lovely father Mr. Ngampeken Sitepu, and my lovely
mother Mrs. Nurlianna br Sembiring for giving motivation, pray and all I need in
finishing this thesis. And then thanks to my lovely brothers Heri Riski Sitepu and
Raja Ngatur Sitepu.
And then, thank you so much for helping Alberto Colia, M.Pd as
headmaster of SMA Negeri 1 Berastagi, Mrs. Elvri Theresia Sembiring, S.Pd. as a
mathematics teacher and all staffs in SMA Negeri 1 Berastagi especially for my
students in X PIA 7 and X PIA 6 class for helping and supporting in doing
research.
Also thanks to big family in Bilingual Mathematics Education 2011 for
sadness and happiness in the class, Yerni, Dewi, Samantha, Rony, Lestari,
v
Natalita, Aprita, Verawati, Anna, Debby, Yohannes, Nelly, Widi, Leni, Dwi,
Sapta, Acy, Mawaddah, Tika, Asifa, Elvi, Evan, Fahrozy, and Galang.
The writer should give a big effort to prepare this thesis, and the writer
knows that this thesis has so many weaknesses. So that, the writer needs some
suggestions to make it this be better. And big wishes, it can be improve our
knowledge.
Medan,
Writer,
2015
Kristiani Br Sitepu
ID. 4113111043
iii
THE DIFFERENCE OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY
TAUGHT BY COOPERATIVE LEARNING TEAM GAMES TOURNAMENT
TYPE WITH LEARNING CYCLE MODEL INTEGRATED WITH
CHARACTER EDUCATION AT SMA NEGERI 1 BERASTAGI
Kristiani Br Sitepu (IDN. 4113111043)
ABSTRACT
The aim of this research was to know whether student’s mathematical
communication ability by using cooperative learning model TGT type was better
than Learning Cycle Model. The research method was quasi-experiment. The
population was all students at SMA Negeri 1 Berastagi. The sample of this
research took two classes and consist of 32 students for each class, X PIA 7 as
experimental class I which used cooperative learning model TGT type and X PIA
6 as experimental class II which used Learning Cycle Model.
This research using post-test only. From the result of conditional test of
data, all of data from posttest are normal distribution and homogeneous. Data was
analyzed by using descriptive statistic analysis and inferential analysis.
The result of the research shows that the means score are 94,5 in
experiment class I and 92,7 in experiment class II. It can descriptively be seen that
the means score of posttest the students’ mathematical communication ability by
using cooperative learning model TGT type is better than Learning Cycle Model.
Hypothesis analysis was obtained that tcalculated > ttable = 2.168 > 1.669 with =
0.05 so consequently Ha is accepted. It means that the students’ mathematical
communication ability by using cooperative learning model Teams Games
Tournament type is better than Learning Cycle Model.
Keyword: TGT, Leaning Cycle, mathematical communication ability
vi
CONTENTS
Page
Sheet of Agreement
i
Biography
ii
Abstract
iii
Preface
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. Problems Identification
8
1.3. Problems Limitation
8
1.4. Problems Formulation
8
1.5. Research Objectives
9
1.6. Research Benefits
9
1.7. Operational Definitions
9
CHAPTER II LITERATURE REVIEW
11
2.1
Theoretical Framework
11
2.1.1
Mathematical Communication Ability
11
2.1.2
Cooperative Learning
15
2.1.2.1 Definition of Cooperative Learning
15
2.1.2.2 Cooperative Learning Type TGT
17
Learning Cycle Model
20
2.1.3.1 Constructivism Learning
20
2.1.3
a. Definition od Constructivism Learning
20
b. Constructivism in Education
21
vii
2.1.3.2
2.1.4
Learning Cycle Model
22
Character Education
25
2.1.4.1 Definition Character Education
25
2.1.4.2
Function Character Education
26
2.1.4.3
Purpose Character Education
27
2.1.4.4
Value Character Education in Schools
27
2.2
Relevant Research
29
2.3
Conceptual Framework
29
2.4
Hypothesis
30
CHAPTER III RESEARCH METHODOLOGY
31
3.1. Location and Time of research
31
3.2. Population and Sample of Research
31
3.3. Variable of Research
31
3.3.1 Independent Variable
31
3.1.2 Dependent Variable
31
3.4. Design of Research
32
3.5. Procedurest of Research
32
3.5.1 Preparation Phase
32
3.5.2 Implementation Phase
33
3.5.3 Last Phase
33
3.6. Research Instrument
34
3.6.1 Test Of Mathematical Communication Abiity
35
3.7
Instrument Trial
37
3.8
Analysis Data Technique
37
3.8.1
37
Calculating Average of Score
3.8.2 Calculating of Deviation Standart
37
3.8.3 Normality test
37
3.8.4
Homogeneity Test
38
3.8.5
Hypothesis Test
39
3.8.6
Correlation between Mathematics Communication
viii
Ability and Students Character
40
CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS
42
4.1
Description of Research Result
42
4.1.1 The of Mathematical Communication Ability Test
42
The Analysis Data of Result Research
43
4.2
4.2.1 Normality Test of Student’s Mathematical Communication
Ability
43
4.2.2 Homogeneity of Mathematical Communication Ability Test
43
4.2.3 Hypotheses
43
4.2.4 The Difference in Charaterictics Student’s Answer in Research
Result
44
4.2.5 Correlation Test of Student’s Mathematical Communication
Ability with Students’s Character Education
4.3
Research Discussion
46
47
CHAPTER V CONCLUSION AND SUGGESTION
49
5.1
Conclusion
49
5.2
Suggestion
49
REFERENCE
51
APPENDIX
55
DOCUMENTATION OF RESEARCH
152
x
LIST OF TABLE
Page
Table 2.1
Steps Cooperative Learning Model
17
Table 2.2
Description of Value Character Education
27
Table 3.1
Design of Reseacrh
32
Table 3.2
The Blueprint of Mathematical Communication Ability Test
35
Table 3.3
The Criteria Giving Score of Mathematical Communication
Ability Test
Table 3.4
Guidelines of Giving Score of Mathematical Communication
Ability Test
Table 4.1
36
The Data of Pretest Score of Mathematical Communication
Ability Test
Table 4.6
35
42
The Correlation Test of Srudent’s Mathematical
Communication Ability with Student’s Character Education
46
ix
LIST OF FIGURE
Page
Figure 2.1
Mathematical Communication Scheme
12
Figure 2.2
Mechanism Tournamnet
19
Figure 2.3
Assignment of Tournamnet tables
20
Figure 3.1
Scheme of Research Procedures
34
Figure 4.1
The Difference in Students’ Answer in TGT and Learning
Cycle Class Ist Indicator Problem No 1
Figure 4.2
The Difference in Students’ Answer in TGT and Learning
Cycle Class 2nd Indicator Problem No 2
Figure 4.3
45
The Difference in Students’ Answer in TGT and Learning
Cycle Class 2nd Indicator Problem No 4
Figure 4.4
44
45
The Difference in Students’ Answer in TGT and Learning
Cycle Class 3rd Indicator Problem No 3
46
xi
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan I (Teams Games Tournament)
55
Appendix 2
Lesson Plan II (Teams Games Tournament)
63
Appendix 3
Lesson Plan III (Teams Games Tournament)
72
Appendix 4
Lesson Plan I (Learning Cycle)
81
Appendix 5
Lesson Plan II (Learning Cycle)
88
Appendix 6
Lesson Plan III (learning Cycle)
96
Appendix 7
Student Worksheet I (Teams Games Tournament)
104
Appendix 8
Student Worksheet II (Teams Games Tournament)
108
Appendix 9
Student Worksheet III (Teams Games Tournament)
111
Appendix 10 Student Worksheet I (Learning Cycle)
114
Appendix 11 Student Worksheet II (Learning Cycle)
118
Appendix 12 Student Worksheet III (Learning Cycle)
121
Appendix 13 Post-Test of Mathematical Communication Ability
124
Appendix 14 Alternative Solution for Post-Test
128
Appendix 15 Lattice of Post-Test
132
Appendix 16 Guidelines Scoring for Post-Test
133
Appendix 17 Validation Sheet of Post-test
134
Appendix 18 Result of Students Mathematical Communication Ability
of Experiment Class I
136
Appendix 19 Result of Students Mathematical Communication Ability
of Experiment Class II
137
Appendix 20 Calculation of Data Normality Test of Student’s
Mathematical Communication Ability
138
Appendix 21 Homogenity Test
140
Appendix 22 Hypothesis Test
141
Appendix 23 Rubric Assessment of Character Education
143
Appendix 24 Correlation of Student’s Normalized Gain Mathematical
Communication Ability and Character Education
146
xii
Appendix 25 Documentation
152
1
CHAPTER I
INTRODUCTION
1.1. Background
Indonesia is a developing country that is rapidly developing. For the
purposes of this building, and in addition to the necessary capital resources,
required qualified human resources for development purposes. One effort to create
and enhance these resources through education.
Throughout its history, in this world, education is essentially has two
objectives, namely to help people to be smart and clever, and help them become
better human beings (Haryanto, 2012). Making intelligent and clever man, it could
be easy to do, but to makes people to be kind and wise, it seems much more
difficult or even very difficult. Thus, it is reasonable to say that the moral problem
is a matter of acute or chronic diseases that accompany human life anytime and
anywhere.
The phenomenon of the degenerate of the character of the nation can be
due to weakness of character education in continue the value of nationalism over
the generations. Straight life following the rules of the values and norms directed
to the welfare and happiness of living in the world is charactered life. In the lives
of individual, family, school and community; corruption considered to be a
culture; abuse and juvenile delinquency are rampant; cheating in exams is
considered normal and even necessary; and others who all was not in accordance
with the demands of life characterized. By seeing the fact, then the character 's
behavior is not sufficiently represented by the term smart, polite or immoral alone
but must be done through the learning process. The learning process as a form of
educational efforts, organized by the educators at all levels and types of education
can optimize the desired character education efforts. (Prayitno in Sari, 2012)
Mathematics as a science that underlies the development of modern
technology, have an important role in a variety of disciplines and advance the
thinking power of humans. To master and create future technologies required
mastery of mathematics from an early age. Therefore, the subjects of mathematics
is a subject that is given at every level of education from the start of primary
education.
2
Mathematics is also a means to foster students' mathematical abilities,
such as the ability to think logically, creatively, critically, carefully, effectively,
problem solving, representation, connections, communication, and so on.
Knowing that the benefit of mathematics for human is very magnitude, it is not
surprising that mathematics subject becomes a concern, of course, in this case the
concern is the math learning achievement as measured from the mathematical
ability of the student (doing math).
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.
Based on the Regulation of the Minister of National Education No. 22 of
2006 stated that the study of mathematics aims to enable students to have the
following capabilities: (1) Understand the concepts of mathematics, explains the
relationship between concepts and apply concepts or algorithms, are flexible,
accurate, efficient, and precise, in solving the problem. (2) Using the pattern and
nature of the reasoning, mathematical manipulation in making generalizations,
compile evidence, or explain ideas and mathematical statements. (3) Solve the
problem that includes the ability to understand the problem, devised a
mathematical model, solve the model and interpret the obtained solution. (4)
Communicate ideas with symbols, tables, diagrams, or other media to clarify the
situation or problem. (5) Have respect for the usefulness of mathematics in life,
which has a curiosity, attention, and interest in studying mathematics, as well as a
tenacious attitude and confidence in solving problems. Ministry of Education
(2006).
Based on NCTM (2000) describes the communication is a very important
part of mathematics and mathematics education. Communication is a way of
sharing ideas and clarifying understanding. Through the communication of ideas
can be reflected, repaired, discussed, and developed. Communication process also
3
helps build meaning and permanents ideas and communication process can also
publish the idea. When students challenged their minds and their ability to think
about mathematics and communicate the results of their thoughts orally or in
writing, they are learning to explain and convince. Listen to the explanation of the
other students, giving students the opportunity to develop their understanding.
Communication is essential for students because every problem in daily life needs
good communication to find its solution. In an effort to develop communication,
students have to be able to deliver information to the mathematical language, for
example, presents the question or problem into a mathematical model to make it
more practical, systematic, efficient, and easy to understand.
Mathematical communication ability can occur when students work in
groups, when students describe an algorithm to solve an equation, when students
construct and describe a graphical representation of the real-world phenomena,
and when students give a conjecture on geometry images. Furthermore, in
learning students need accustom to give arguments of each answer and give
responses to the answers given by others, so that what is learned becomes
meaningful.
Ansari (2012: 11) evaluation standart to measure mathematical
communication is expressed as follows:
(1)Menyatakan ide matematika dengan berbicara, menulis, demonstrasi,
dan menggambarkannya dalam bentuk visual; (2)Memahami,
menginterpretasi, dan menilai ide matematik yang disajikan dalam bentuk
tulisan, lisan atau bentuk visual; (3)Menggunakan kosa kata/ bahasa,
notasi dan struktur matematik untuk menyatakan ide, menggambarkan
hubungan dan pembuatan model.
Baroody (in Ansari, 2009: 4) says there are at least two reasons why
communication in mathematics should be developed in students. First, matematics
as language, mathematics means not just thinking tool (a tool to aid thinking), a
tool for finding patterns, solve problems or draw conclusions, but mathematics as
well as a valuable tool to communicate ideas clearly, precisely and carefully. Both
matematics learning as a social activity as a means of social activity in the process
of learning mathematics, mathematics as well as a means of interaction between
students and also communication between teachers and students. This is an aspect
that can accelerate students' understanding of mathematical concepts.
4
One reason of low ability students' mathematical communication is normal
learning process and still centered on the teacher. Students not involved in
constructing ability, only receive the information submitted searaah of teachers.
Often students are not able to answer questions that are different from the
example set by the teacher and doing exercises follow the pattern set by the
teacher.
Teaching pattern has been used by teacher has not been able to help
activate the students in learning, motivation to express their ideas and opinions,
and even students are still reluctant to ask the teacher if they do not understand the
concepts taught. To develop the communication skills of mathematics, teachers
should seek learning by using a model - a model of learning that can provide
opportunities
and
encourage
students
to
train
students'
mathematical
communication skills.
Based on the observation result which had done towards students in grade
X PIA 6 SMA Negeri 1 Berastagi showed that students are less able in
communicating to deliver information, such as expressing ideas, asking questions,
and answering questions/opinions the other students. They tend to passive when
teacher is asking a question to check student’s knowledge. Students seem bashful
to ask when teacher gives the opportunity. Even though there was student who
answered the question, it seems clumsiness, less of variation, monotone, and not
actual. It makes that the learning process in class “not alive”. Majority teachers
teach with lecturing method and writing notes on blackboard. It means that the
learning process in class does rarely practice and rarely develop mathematical
communication ability and interaction process among students, such as
cooperative, expressing idea, asking question, and answering question/opinion the
other students. Teacher has implemented discussion in learning model, however
what has done is discussion in conventional way. In instructing the discussion,
teacher only give some questions to students/groups that consist almost of
materials in that topic, such that student’s thinking is not developed and not
stimulated to think critically. In writing mathematics, students can draw diagram,
graph, or table, but they cannot draw it completely and clearly. Students also can
5
write mathematical model or algebraic form, but not completely. These were test
that given to students:
1. The following is a survey how some students go to school
a.
How many students were surveyed?
b. Mention the fewest way used by students to go to school!
c. Mention the way most used by student to go to school!
d. What percentage of students who go to school by public transport?
The picture below showed one of the student answers:
students
do
not
understand what is
being
asked
in
question
2. The following is a table of smartphone sales profits in Store A..
Months
1
2
3
4
5
6
Profits (millions
10
13
21
15
16
20
rupiah)
a. Serve the data from the table above in the form of line charts!
b.
When the most sales of smartphone?
c. Determine the average sales of smartphones in store A!
6
The picture below showed one of the student answers:
Student did not write the
Note in chart
there are many students
who are wrong in doing
calculations
Based on the results of test above, can be concluded that the students’
mathematical communication ability was in low. Students had difficulties in
answering the questions, students had difficulties to express mathematical
description into mathematical model; students were not able to create
mathematical model through diagram, graph, or table; and students had
difficulties to explain mathematical model and do calculation.
Based on observation had done, majority teachers teach with lecturing
method and writing notes on whiteboard. The selection of varied teaching
methods will improve teaching and learning activities and motivate students to
learn. Such that students can learn well, then the teaching methods to be
undertaken as efficiently and effectively as possible. In addition, the selection of
learning approaches also influences the students’ abilities on mathematics. The
selection of learning approaches should be tailored to the learning objectives with
the needs of students, and can guide students to gain learning experience in order
to improve students' math abilities, such as mathematical communication
ability. Learning approach chosen should be meaningful, because through learning
approach students should be able to find their own knowledge and abilities they
need, not only notification. Therefore, the learning approach is designed so that
students are able to construct knowledge in the minds of students, so the students
were able to learn active and independent and able to solve problems.
7
One effort that can be done is by the use of cooperative learning.
According Safrida (2014) cooperative learning are chosen with consideration that
the process of cooperative learning involves students in a group discussion so that
students will be able to communicate mathematically and allows students to be
more open in expressing an idea or opinion. This can be done on cooperative
learning model of Team Games Tournament.
Slavin (2010; 63) state that
Teams Games Tournament is one of type cooperative learning that puts
students ini a group 5-6 students that have the ability, gender and syllable
or a difference race. Teacher presents the material, and students work in
their groups.
Teams Games Tournament is a cooperative learning model that is
considered to arouse students’ interest in mathematics an to make students more
active, encouraging cooperative among students in learning the concept to
improve students’ mathematical communication ability.
The advantages of cooperative learning type Teams Games Tournament,
namely:
1. Teams Games Tounament model will foster a sense of togetherness and
mutual rescpect among members of the group.
2. Students more enthusiastic about the course. Because in the learning,
the teachers promises a tribute to the best students in groups.
3. The learners become more fun in the class because there is games
tournament.
Other learning models that are also expected to develop students'
mathematical communication skills is learning cycle. Learning cycle is expected
to make students not only hear from teachers but can play an active role to explore
and enrich the understanding of the concept to increase the students' mathematical
communication skills. Learning Learning cycles are designed with coverage of
five phases: (1) engagement, (2) exploration, (3) explanation, (4) the application
of the concept and (5) evaluation. Through Learning cycle models, students are
expected to have the readiness and can develop their own understanding of a
concept to try and think of activities (hands -on activities and minds -on
activities), so that students can communicate the idea in class.
8
Based on the above, researcher interested in conducting research with title:
“The Difference of Student's Matematical Comunication Ability Taught by
Cooperative Learning Teams Games Tournament Type and Learning Cycle
Model Integrated with Character Education at SMA Negeri 1 Berastagi.”
1.2 Problems Identification
Based on the background can be identified the problem that occured as follows:
1.
The attitude of the students who are less good and the degenerate moral of
learners.
2.
The students’ mathematical communication is still low.
3.
Mathematics is considered difficult and not interesting.
4.
The model of learning that are less attractive cause the low of student interest
in learning .
5.
The method of Teams Games Tournament and Learning Cycle is not used in
schools.
1.3 Problems Limitation
Based on problems identification above, it needs problems limitation to be more
focused. The problem to be examined in this study is limited to:
1. The model used are cooperative learning Teams Games Tournament type
and Learning cycle model integrated with character education.
2. The student’s mathematical communication ability in this research is
bounced in student’s mathematical communication ability at topic
statistics in grade X semester II.
3. The difference in the process of students' answers on the mathematical
communication ability test in both experimental class.
1.4 Problems Formulation
From backgound of problem, the problem formulation are
Is students’ mathematical communication ability by using cooperative learning
Teams Games Tournament type higher than Learning Cycle integrated with
character education?
9
How does the process of student’s answer in mathematical communication
ability test?
1.5. Research Objective
Based on the problem formulation which has been described, the objectives of this
research are:
To know which higher of student’s mathematical communication ability using
Teams Games Tournament (TGT) or Learning Cycle that integrated with
character education.
To know the difference students process of answer from Teams Games
Tournament(TGT) and Learning Cycle class.
1.6. Research Benefit
The results obtained are expected to be useful both for teachers, students and
researchers:
1. For the teacher: can be an alternative model that can be applied to increase the
students' mathematical communication skills.
2. For students
: can improve students' mathematical communication.
3. For researchers: it can be a means for self-development researchers in finding
appropriate learning models and can be used as a reference
for other researchers in similar studies.
1.7 Operational definitions
Operational definition is necessary to avoid errors in interpreting and
interpret in the context of this study variables. Operations of each variable is
described as follows:
1. The ability of mathematical communication referred to in this research is the
process of solving problems in terms of student scores (1) The ability of
student’s mathematical problem into mathematical model, (2) The ability to
explaining mathematical problem to figure, (3) The ability of explaining
problem situation by own words and doing calculation.
10
2. Cooperative learning Teams Games Tournament type is one of cooperative
learning model that promotes learning ini heterogeneous group as well contain
elements of the games and reinforcement. The syntaxes of
cooperative
learning model type team games tournamnet are:
a.
Presenting learning goals and set
b.
Present Information (Class Presentation)
c.
Organize students into learning teams (Teams)
d.
Assist team work and study (Teams)
e.
Test on the materials (Games Tournament)
f.
Provide Recognation (Team Recognize)
3. Learning Cycle is a model of student-centered learning that is a series of
stages of activities (phase) are organized so that students can master the
competencies that must be achieved in learning to play an active role. The
syntaxes of learning cycle model called 5E that are: engagement, exploration,
explanation, elaboration, and evaluation.
4. Character education is a system of cultivation of character values to the school
community, which includes knowledge, consciousness or volition, and actions
to implement proficiency level value, both to the God Almighty, ourselves,
others, the environment, or nationality to become human better.
49
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
1. Based on the result of research obtained can be concluded that students’
mathematical communication ability by using cooperative learning Teams
Games Tournament (TGT) type in experimental class I is better than
students’ mathematical communication ability by Learning Cycle model in
experimental class II on topic Statustics at SMA Negeri 1 Berastagi.
2.
From the process of the students in solving mathematical communication
ability test can be seen some differences from both of experimental classes.
There are significant differences in the second and third indicator of
mathematical communication ability. In the second indicator, namely the
ability to explaining mathematical problem to figure, TGT class students
answer more completely than the Learning Cycle class. While in the third
indicator, namely the ability of explaining the mathematical problem by their
own words students' answers in TGT class also more complete that learning
cycle class.
5.2 Suggestion
Based on the results of research and the above conclusion, then researcher
submits some suggestions, as follows:
1. Cooperative Learning Teams Games Tournament Type and Learning Cycle
can be as consideration to teachers in senior high school to develop students’
mathematical communication ability.
2. In the implementation of Teams Games Tournament (TGT) model, it’s better
the teacher consider time allocation in learning process because phase games
tournament will take much time.
3. If teacher want to implemented Teams Games Tournamnet model, first
teacher have to ensure that students can be arranged so that the time to apply
the TGT effectively is enough.
4. Students’ mathematical communication ability in the indicators explaining
mathematical problem to figure and by their own words should be further
50
enhanced by give SAS more frequent to students to improve mathematical
communication ability.
5. For further researcher, result and instrument of this research can be used as
consideration to implement cooperative learning type TGT and Learning
Cycle in different class level and topic.
51
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