PENERAPAN METODE PEMBELAJARAN INKUIRI MODEL ALBERTA UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP \n: Penelitian Kuasi Eksperimen terhadap Siswa Kelas VIII di SMPN 16 Bandung
Bibliographic record
Abstract
Penelitian ini dilatarbelakangi oleh pentingnya kemampuan komunikasi matematis dalam pembelajaran matematika dan faktanya kemampuan komunikasi matematis siswa SMP masih rendah. Tujuan penelitian ini adalah: 1) mengetahui apakah kemampuan komunikasi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta lebih baik daripada siswa yang memperoleh pembelajaran secara ekspositori; 2) mengetahui kualitas peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta dan siswa yang memperoleh pembelajaran secara ekspositori; 3) mengetahui sikap atau respon siswa terhadap penerapan pembelajaran inkuiri model Alberta. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan desain penelitiannya adalah kelompok kontrol non-ekuivalen. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII di SMP Negeri 16 Bandung dengan sampel sebanyak dua kelas yang dipilih secara acak. Salah satu kelas sebagai kelas eksperimen yang memperoleh pembelajaran inkuiri model Alberta dan kelas lain sebagai kelas kontrol yang memperoleh pembelajaran secara ekspositori. Adapun data penelitian ini diperoleh melalui tes kemampuan komunikasi matematis dan angket skala sikap. Hasil penelitian ini menunjukkan bahwa: 1) kemampuan komunikasi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta lebih baik daripada siswa yang memperoleh pembelajaran secara ekspositori; 2) kualitas peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran matematika dengan metode pembelajaran inkuiri model Alberta berada pada kriteria sedang dan peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran matematika dengan metode pembelajaran ekspositori berada pada kriteria rendah; 3) pada umumnya respon siswa terhadap pembelajaran inkuiri model Alberta adalah positif.;---This research is motivated by the importance of mathematical communication ability in mathematics learning and the fact that the mathematical communication ability of junior high school is still low. The purpose of this research are: 1) to know whether the improvement of mathematical communication ability of students who received inquiry learning of alberta model is better than students who received exspository learning; 2) knowing the quality of the enhancement of the mathematical communication ability of the students who obtained the inquiry learning of alberta model and the students who received the exspository learning; 3) knowing the attitude of students to the inquiry learning alberta model. The method used in this research is quasi exsperiment with the research design is non-equivalent control group. Population in this study is all students of class VIII in SMP Negeri 16 Bandung with a sample two classes selected at random. One class as an exsperiment class that gained inquiry learning of the alberta model and another class as a control class that acquired exspository learning. While the data of this research is obtained through the test of communication ability and questionaire of attitude scale. The result if this study indicate that: 1) the mathematical communication ability of students who received the inquiry learning of the alberta model is better than the students who received the exspository learning; 2) quality improvement of mathematical communication ability of students who obtained learning mathematics with inquiry learning method of the alberta model is in medium criterion and improvement of mathematical communication ability of studens who received learning of mathematics with exspository learning method is at low criterion; 3) in general, the student’s response to inquiry learning of the alberta model is positive.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.047 | 0.007 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".