The Differences Of Reasoning Ability And Understanding Of Mathematics Concepts Teached With The CORE And CRH Learning
Kata Kunci:
Reasoning ability, Concept understanding ability, CORE models, CRH modelsAbstrak
This study aims to determine the differences in mathematical reasoning abilities and understanding of mathematical concepts of students who are taught with the CORE learning model and the CRH learning model in class XI MAS Darul Akhirah. This research is a quantitative research with a quasi-experimental type of research. The population in this study were all students of class XI MAS Darul Akhirah. The academic year 2020/2021 consisted of three classes and totaled 70 students. the sample in this study was class XI IPS 1 totaling 28 students and class XI IPS 2 totaling 27 students. the test instrument used to determine the reasoning ability and understanding of students' mathematical concepts by using a descriptive form test. Data analysis was performed by analysis of variance (ANOVA). the findings show : 1). Mathematical reasoning ability and understanding of mathematical concepts of students taught with the CORE learning model were not better than students taught with the CRH model in arithmetic sequences and series. obtained f count (3,307) < f table (3,93);2). the mathematical reasoning ability of students who are taught by the CORE learning model is not better than students who are taught by the CRH model, it is obtained that f count (2.481) < f table (4.023), 3). the ability to understand concepts taught by the CORE model is not better than students who are taught by the CRH model, it is obtained that f count (3.035) < f table (4.023). The conclusion in this study explains that there is no difference in mathematical reasoning ability and understanding of mathematical concepts of students who are taught with the CORE and CRH models.
Unduhan
Referensi
Fahrudhin, AG,. Zuliana, Eka dan Bintoro, H S,. (2018), Peningkatan Pemahaman Konsep Matematika Melalui Realistic Mathematic Education Berbantu Alat Peraga Bongpas, Kudus : Jurnal Ilmiah Pendidikan Matematika, Vol. 1, No. 1, hal. 15 .
Hasratuddin, (2015), Mengapa Harus Belajar Matematika?, Medan: Perdana Publishing
Heris Hendriana dan Utari Soemarmo, (2016), Penilaian Pembelajaran Matematika, Bandung: Reflika Aditama
Ilham, (2017), Efektifitas Penerapan Model Pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) dengan Pendekatan Keterampilan Metakognitif terhadap Kemampuan Penalaran Matematis dan Kemampuan Koneksi Matematis Siswa Kelas VIII SMPN 7 Alla Kabupaten Enrekang, Skripsi UIN Alauddin Makassar, hal.123.
Irianti, Erma dan Suryaningsih, Yuni,. ( 2018), Pengaruh Model Pembelajaran Kooperatif Tipe Course Review Horay (CRH) Terhadap Kemampuan Pemahaman Konsep Matematis Siswa SMP Negeri 31 Banjarmasin, Jurnal Pendidikan, ISBN 978-602-6483-81-2, hal. 7.
Jaya, Indra dan Ardat, (2017), Penerapan Statistik untuk Pendidikan, Bandung: Citapustaka Media Perintis.
Kariadnyani, Era ,. dkk, (2016), Pengaruh Model CRh berbantuan Multimedia Teradap hasil Belajar IPA Siswa Kelas V SD, Jurnal PGSD Universitas Pendidikan Ganesha, Vol: 4 Nomor 1, hal. 4.
Konita, Mita,. dkk, (2019), Kemampuan Penalaran Matematis dalam Model Pembelajaran CORE, Jurnal Pendidikan Matematika Universitas Negeri Semarang, Vol.2. hal. 611.
Margono, (2005), Metodologi Penelitian Pendidikan. Jakarta : Rineka Cipta, hal. 170.
Muharrom, Tria,. (2014), Pengaruh Pembelajaran Dengan Model Kooperatif Tipe Student Teams Achievement Division (STAD) Terhadap Kemampuan Penalaran Dan Komunikasi Matematik Peserta Didik Di SMK Negeri Manonjaya Kabupaten Tasikmalaya, Tasikmalaya: Jurnal Pendidikan dan Keguruan, Vol. 1 No.1 hal.2 .
Sugiyono, (2018), Metode Penelitian Pendidikan, Bandung: Penerbit Alfabeta, hal. 118.
Undang-Undang No 20 Tahun 2003 tentang Sistem Pendidikan Nasional, Pasal 1
Zarkasyi, Wahyudin,. (2018), Penelitian Pendidikan Matematika, Bandung: Reflika Aditama.
