PENGARUH MODEL PEMBELAJARAN MATEMATIKA KNISLEY TERHADAP KEMAMPUAN KOMUNIKASI DAN DISPOSISI MATEMATIKA SISWA KELAS VIII SMP NEGERI 3 SUKASADA

Abstract

Abstrak

Penelitian ini bertujuan untuk mengkaji pengaruh model pembelajaran Matematika Knisley terhadap kemampuan komunikasi dan disposisi matematika. Penelitian ini merupakan penelitian eksperimen semu dengan desain post-test only control group. Populasi penelitian ini adalah siswa Kelas VIII SMP Negeri 3 Sukasada. Sampel ditentukan dengan teknik cluster random sampling setelah dilakukan uji kesetaraan kelas menggunakan ANAVA satu jalur. Data kemampuan komunikasi dikumpulkan dengan tes essay dan dan data disposisi matematika dikumpulkan dengan pemberian angket disposisi matematika. Data yang diperoleh dianalisis menggunakan uji MANOVA. Hasil analisis menunjukkan bahwa: pertama, terdapat perbedaan kemampuan komunikasi dan disposisi matematika antara siswa yang mengikuti pembelajaran dengan  model pembelajaran Matematika Knisley dan siswa yang mengikuti pembelajaran dengan model pembelajaran konvesional (F = 4,547 dan Sig. = 0,015 < ρ = 0,05); kedua, terdapat perbedaan kemampuan komunikasi antara siswa yang mengikuti pembelajaran dengan model pembelajaran Matematika Knisley dan siswa yang mengikuti pembelajaran dengan model pembelajaran konvesional (F = 4,134 dan Sig. = 0,047 < ρ = 0,05); ketiga, terdapat perbedaan disposisi matematika antara siswa yang mengikuti pembelajaran dengan model pembelajaran Matematika Knisley dan siswa yang mengikuti pembelajaran dengan model pembelajaran konvesional (F = 6,258 dan Sig. = 0,016 < ρ = 0,05). Dengan demikian dapat disimpulkan bahwa model pembelajaran Matematika Knisley berpengaruh positif terhadap kemampuan komunikasi dan disposisi matematika siswa.

Kata kunci: model pembelajaran Matematika Knisley, kemampuan Komunikasi, Disposisi Matematika

Abstract

This research aimed at investigate the influence of Knisley Mathematics learning model towards the ability of communication and ability of disposition of mathematics. This study was a quasi-experimental research with  post-test only control group design. The population of this study was eighth grade students of SMP Negeri 3 Sukasada. The sample of this study was chosen by using cluster random sampling technique after implementing the equality by using ANOVA. The data of students’ ability of communication was collected by essay test and ability of disposition of mathematcs was collected by questionnaire. The  collected data were analyzed by using MANOVA. The result of data analysis showed that: First, there were differences of students’ ability of communication and ability of disposition of mathematcs between those whom were taught by using Knisley Mathematics teaching technique and those whom were taught by using conventional teaching technique (F = 4,547 dan Sig. = 0,015 < ρ = 0,05); Second, there were  differences of students’ ability of communication between those whom were taught by using Knisley Mathematics teaching technique and those whom were taught by using conventional teaching technique (F = 4,134 dan Sig. = 0,047 < ρ = 0,05); third, there ware the difference of students’ ability of disposition of mathematics between those whom were taught by using Knisley Mathematics teaching technique and those whom were taught by using conventional teaching technique (F = 6,258 dan Sig. = 0,016 < ρ = 0,05). Thus it can be concluded that Knisley Mathematics teaching technique gives positive effect to improve students’ ability of communication and disposition of mathematics.

Keywords: Knisley Mathematics teaching technique, mathematics communication ability, mathematics disposition ability