Kemampuan Representasi Matematis dalam Model Pembelajaran Somatic, Auditory, Visualization, Intellectually (SAVI)
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Published
Feb 13, 2019
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Abstract
Kemampuan representasi matematis merupakan salah satu kemampuan dasar matematika yang harus di miliki siswa. Kemampuan representasi matematis diartikan sebagai kemampuan mengungkapkan atau merepresentasikan gagasan/ ide matematis sebagai alat bantu untuk menemukan solusi dari masalah matematika. Kemampuan representasi matematis diperlukan siswa untuk memahami konsep-konsep matematika dan untuk mengkomunikasikan ide-ide matematika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan representasi matematis dalam model pembelajaran somatic, auditory, visualization, intellectually (SAVI). SAVI merupakan model pembelajaran yang melibatkan gerakan, berbicara, mendengarkan, melihat, mengamati dan menggunakan kemampuan intektual untuk berfikir, menggambarkan, menghubungkan dan membuat kesimpulan.
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Mahendra, N. R., Mulyono, M., & Isnarto, I. (2019). Kemampuan Representasi Matematis dalam Model Pembelajaran Somatic, Auditory, Visualization, Intellectually (SAVI). PRISMA, Prosiding Seminar Nasional Matematika, 2, 287-292. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/28940
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References
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Halat, E., Peker, M., 2011, The Impacts of Mathematical Representations Developed through Webquest and Spreadsheet Activities on the Motivation of Pre-Service Elementary School Teachers, Turkish Online Journal of Educational Technology – TOJET, 10(2), 259-267.
Hanifah, H. (2016). Penerapan Pembelajaran Model Eliciting Activities (MEA) dengan Pendekatan Saintifik untuk Meningkatkan Kemampuan Representasi Matematis Siswa. Kreano, Jurnal Matematika Kreatif-Inovatif, 6(2), 191-198.
Hwang, W.-Y., Chen, N.-S., Dung, J.-J., and Yang, Y.-L, 2007, Multiple Representation Skills and Creativity Effects on Mathematical Problem Solving using a Multimedia Whiteboard System, Educational Technology & Society, 10 (2), 191- 212.
Iskandar, D., Hamdani, R, A., Suhartini, T., (2016), Implemetation Of Model Savi (Somatic, Audiotory, Visualization, Intellectual) To Increase Critical Thinking Ability In Class Iv Of Social Science Learning On Social Issues In The Local Environment, Journal of Education, Teaching and Learning, 1(1), 45-50.
Jitendra, K, A., Nelson, G., Pulles, M, S., Kiss, J, A., Housewort, J., (2016). Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?, Exceptional Children, 83(1), 8-25.
Kartini. (2009), Peranan Representasi dalam Pembelajaran Matematika, Prosiding Seminar Nasional Matematika dan Pendikan Matematika, Yogyakarta: Universitas Negeri Yogyakarta.
Khusna, H., Heryaningsih, N, Y., (2018), The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability, Journal of Physics, 948(1), 1-5.
Lesh, R., Post, T. R., & Behr, M, (1987), Representations and translations among representations in mathematics learning and problem solving, Lawrence Erlbaum, (pp. 33-40).
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Minarni, A., Napitupulu, E., & Husein, R. (2016). Mathematical understanding and representation ability of public junior high school in north sumatra. Journal on Mathematics Education, 7(1), 43-56.
Nasional, D. P. BSNP, 2006. Pedoman Pengembangan Silabus.
NCTM, (2000), Principles and Standards for School Mathematics. Reston: The National Council of Teachers of Mathematics, Inc.
Prida N. L. Taneo., Hardi Suyitno., Wiyanto, Kemampuan Pemecahan Masalah Dan Karakter Kerja Keras Melalui Model Savi Berpendekatan Kontekstual, Unnes Journal of Mathematics Education Research, 4(2), 122-129.
Republik Indonesia, (2005), Peraturan Pemerintah No. 19 Tahun 2005 tentang Standart Nasional Pendidikan, Jakarta: Sekertariat Negara.
Shoimin, Aris, (2014), 68 Model Pembelajaran Inovatif dalam Kurikulum 2013, Yogyakarta: Ar-Ruzz Media.
Suhartono, (2016), Adversity Quotient sebagai Acuan Guru dalam Memberikan Soal Pemecahan Masalah Matematika, Inovasi, 18(2), 62-70.
Sumarmo, U. (2010). Apa, Mengapa dan bagaimana Dikembangkan Peserta Didik. Makalah. FPMIPA. UPI.
Suyitno, H., (2016), Pengantar Filsafat Matematika, Yogyakarta: Magnum Pustaka Utama.
Badan Standart Nasional Pendidikan. 2006. Standart Isi untuk Satuan Dasar dan Menengah: Standart Kompetensi dan Kompetensi Dasar SMP/Mts. Jakarta: Badan Standart Nasional Pendidikan.
Goldin, G. A., & Kaput, J. J, (1996), A joint perspective on the idea of representation in learning and doing mathematics, Theories of mathematical learning, (pp. 397– 430).
Halat, E., Peker, M., 2011, The Impacts of Mathematical Representations Developed through Webquest and Spreadsheet Activities on the Motivation of Pre-Service Elementary School Teachers, Turkish Online Journal of Educational Technology – TOJET, 10(2), 259-267.
Hanifah, H. (2016). Penerapan Pembelajaran Model Eliciting Activities (MEA) dengan Pendekatan Saintifik untuk Meningkatkan Kemampuan Representasi Matematis Siswa. Kreano, Jurnal Matematika Kreatif-Inovatif, 6(2), 191-198.
Hwang, W.-Y., Chen, N.-S., Dung, J.-J., and Yang, Y.-L, 2007, Multiple Representation Skills and Creativity Effects on Mathematical Problem Solving using a Multimedia Whiteboard System, Educational Technology & Society, 10 (2), 191- 212.
Iskandar, D., Hamdani, R, A., Suhartini, T., (2016), Implemetation Of Model Savi (Somatic, Audiotory, Visualization, Intellectual) To Increase Critical Thinking Ability In Class Iv Of Social Science Learning On Social Issues In The Local Environment, Journal of Education, Teaching and Learning, 1(1), 45-50.
Jitendra, K, A., Nelson, G., Pulles, M, S., Kiss, J, A., Housewort, J., (2016). Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?, Exceptional Children, 83(1), 8-25.
Kartini. (2009), Peranan Representasi dalam Pembelajaran Matematika, Prosiding Seminar Nasional Matematika dan Pendikan Matematika, Yogyakarta: Universitas Negeri Yogyakarta.
Khusna, H., Heryaningsih, N, Y., (2018), The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability, Journal of Physics, 948(1), 1-5.
Lesh, R., Post, T. R., & Behr, M, (1987), Representations and translations among representations in mathematics learning and problem solving, Lawrence Erlbaum, (pp. 33-40).
Lestari, Eka Karunia., dan Yudhanegara, M. Ridwan, (2015), Penelitian Pendidikan Matematika, Bandung: PT. Refika Aditama.
Minarni, A., Napitupulu, E., & Husein, R. (2016). Mathematical understanding and representation ability of public junior high school in north sumatra. Journal on Mathematics Education, 7(1), 43-56.
Nasional, D. P. BSNP, 2006. Pedoman Pengembangan Silabus.
NCTM, (2000), Principles and Standards for School Mathematics. Reston: The National Council of Teachers of Mathematics, Inc.
Prida N. L. Taneo., Hardi Suyitno., Wiyanto, Kemampuan Pemecahan Masalah Dan Karakter Kerja Keras Melalui Model Savi Berpendekatan Kontekstual, Unnes Journal of Mathematics Education Research, 4(2), 122-129.
Republik Indonesia, (2005), Peraturan Pemerintah No. 19 Tahun 2005 tentang Standart Nasional Pendidikan, Jakarta: Sekertariat Negara.
Shoimin, Aris, (2014), 68 Model Pembelajaran Inovatif dalam Kurikulum 2013, Yogyakarta: Ar-Ruzz Media.
Suhartono, (2016), Adversity Quotient sebagai Acuan Guru dalam Memberikan Soal Pemecahan Masalah Matematika, Inovasi, 18(2), 62-70.
Sumarmo, U. (2010). Apa, Mengapa dan bagaimana Dikembangkan Peserta Didik. Makalah. FPMIPA. UPI.
Suyitno, H., (2016), Pengantar Filsafat Matematika, Yogyakarta: Magnum Pustaka Utama.