PENGARUH PENERAPAN MODEL PEMBELAJARAN CONNECTING, ORGANIZING, REFLECTING, EXTENDING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK KELAS XII SMA NEGERI 2 BATANG ANAI

Titi Admizona - Universitas Negeri Padang )

Abstract


Students are required to demonstrate proficiency in mathematical communication. Currently, this ability is still considered lacking in class XII of SMA Negeri 2 Batang Anai FY 2024/2025. Inactive learning and inappropriate models are the root causes of this lack of competence. There are many ways it can be used, one of which is using the CORE model which stands for Connecting, Organising, Reflecting, and Extending. This research is a quasi-experimental with posttest only control group. After analysing the data and evaluating the hypothesis, it was proven that students using the CORE model had superior results compared to the conventional method. In addition, the final test scores obtained during the implementation of the CORE model showed significant improvement.

Keywords– Mathematical Communication Skills, Connecting, Organizing, Reflecting, Extending Learning, Conventional Learning Model

Full Text:

PDF

References


. Arends. (2008). Learning to Teach : Belajar untuk Mengajar. States of America:McGraw-Hill Education.

. Diana Febriani, Kusnafizal Teuku, & Sakdiyah. (2023). Pengaruh Model Pembelajaran CORE (Connecting, Organizing, Reflecting And Extending) Terhadap Motivasi Belajar Peserta didik Mata Pelajaran Sejarah Kelas XI MAN 2 Aceh Tengah.

. Farid Nasrulloh, M., Umardiyah, F., Hidayatulloh, F., Jafar Sodiq Maksum, M., Eliza Putri, S., Wahab Hasbullah Jombang, K. A., & A Wahab Hasbullah Jombang, U. K. (2023). Implementation of Core Learning Model to Improve Mathematical Literacy Students. In (Vol. 3, Issue 1).

. Huriaty, D. (2010). Mengembangkan Komunikasi Yang Efektif Dalam Pembelajaran di Kelas. Al-Bidayah, 2(1), 284496.

. Irawan, S., & Iasha, V. (2021). Core Learning Model and Mathematical Disposition, Against Mathematics Problem Solving Ability of Elementary School Students. Buana Pendidikan: Jurnal Fakultas Kependidikan dan Ilmu Pendidikan Unipa Surabaya, 17(2), 122-129.

. Kamarullah, K. (2017). Pendidikan matematika di sekolah kita. Al Khawarizmi: Jurnal Pendidikan Dan Pembelajaran Matematika, 1(1), 21-32.

. Khamid, A., & Santosa, R. H. (2016). Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar peserta didik SMP. Pythagoras: Jurnal Pendidikan Matematika, 11(2), 111.

. Lestari, E., & Yudhanegara, R. (2015). Penelitian Pendidikan MAtematika (Panduan Praktis Menyusun Skripsi, Tesis, dan Laporan Penelitian dengan Pendekatan Kuantitatif, Kualitatif, dan Kombinasi Disertai dengan Model Pembelajaran dan Kemampuan Matematis).

. Niak, Y., Mataheru, W., & Ngilawayan, D. A. (2018). Perbedaan Hasil Belajar Peserta didik Pada Model Pembelajaran Kooperatif Tipe CIRC Dan Model Pembelajaran Konvensional. Journal of Honai Math, 1(2), 67.

. Prasetia, Y., Wijayanti, K., Rachmani Dewi, N., & Budhiati Veronica, R. (2020). Kemampuan koneksi matematis pada model pembelajaran CORE. PRISMA, Prosiding Seminar Nasional Matematika, 3, 489–496.

. Sari, E. P., & Karyati. (2020). CORE (Connecting, Organizing, Reflecting & Extending) learning model to improve the ability of mathematical connections. Journal of Physics: Conference Series, 1581(1).

. Ulfa, D., Rahmi, D., & Revita, R. (2019). Pengaruh Penerapan Model Pembelajaran Core Terhadap Kemampuan Pemecahan Masalah Matematis Berdasarkan Self-Confidence Peserta didik SMP/MTS. Jurnal Cendekia : Jurnal Pendidikan Matematika, 3(2), 400–409.

. Umi Hidayati. (2023). Pengaruh Model Pembelajaran CORE (Connecting, Organizing, Reflecting, And Extending) terhadap Kemampuan Komunikasi Matematis Peserta didik SMP Negeri 206 Jakarta. Jurnal Riset Pendidikan Matematika Jakarta, 5(1), 45–57.




DOI: http://dx.doi.org/10.24036/jepm.v13i4.16820