KEEFEKTIFAN MODEL-ELICITING ACTIVITIES BERBANTUAN LKPD TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN DISPOSISI MATEMATIS PESERTA DIDIK KELAS VIII

Abstract

Penelitian ini dilakukan untuk mengetahui keefektifan Model­Eliciting Activities berbantuan LKPD terhadap kemampuan komunikasi matematis dan disposisi matematis peserta didik kelas VIII pada materi bangun ruang. Populasi dalam penelitian ini adalah peserta didik kelas VIII SMP Negeri 2 Gemolong tahun ajaran 2014/2015 yang sampelnya diambil secara cluster random sampling. Metode pengumpulan data pada penelitian ini adalah metode dokumentasi, metode tes, dan skala sikap. Data dianalisis menggunakan uji proporsi satu pihak, uji ratarata satu pihak, uji perbedaan dua proporsi, uji perbedaan dua rata-rata, dan analisis regresi. Dari hasil penelitian disimpulkan bahwa: (1) pembelajaran ModelEliciting Activities berbantuan LKPD efektif terhadap kemampuan komunikasi matematis; (2) Model­Eliciting Activities berbantuan LKPD lebih efektif daripada model pembelajaran langsung terhadap kemampuan komunikasi matematis peserta didik; (3) disposisi matematis peserta didik dengan Model­Eliciting Activities berbantuan LKPD lebih baik daripada disposisi matematis peserta didik dengan model pembelajaran langsung; dan (4) disposisi matematis berpengaruh positif terhadap kemampuan komunikasi matematis

This research was aimed to determine the effectiveness of Model­Eliciting Activities aided worksheet towards grade VIII students’ mathematial communication ability and mathematical disposition in geometry. Population in this research was grade VIII students of JHS 2 Gemolong in academic year 2014/2015 which the samples were taken by cluster random sampling.The research method were taken by documentation method, test method, and attitude scale. Data were analyzed using the proportion test, the average test, the difference of two proportions test, the difference of two average test and regression analysis. Based on the result it were concluded that: (1) Model­Eliciting Activities learning aided worksheet is effective toward mathematical communication ability; (2) Model­Eliciting Activities aided worksheet is more effective than direct instructional model for mathematical communication ability of students; (3) the mathematical disposition of students with a Model­Eliciting Activities aided worksheet is better than the mathematical disposition of students with direct instructional model; and (4) the mathematical disposition effects positively to mathematical communication ability.