Diana, Risma Firda (2014) Pembelajaran kooperatif Think Pair Share (TPS) yang dapat meningkatkan komunikasi matematika pada materi operasi pecahan di SMP Negeri 18 Malang / Risma Firda Diana. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Diana Risma Firda. 2013. Pembelajaran Kooperatif Think Pair Share (TPS) yang Dapat Meningkatkan Komunikasi Matematika pada Materi Operasi Pecahan di SMP Negeri 18 Malang. Skripsi Program Studi Pendidikan Matematika FMIPA Universitas Negeri Malang. Pembimbing Drs. Erry Hidayanto M.Si. Kata kunci pembelajaran kooperatif TPS kemampuan komunikasi matematika Berdasarkan hasil observasi peneliti di SMPN18 Malang diperoleh informasi bahwa hasil tes terakhir siswa masih belum memenuhi Standar Ketuntasan Minimum (SKM). Salah satu penyebabnya yaitu pembelajaran di kelas masih menggunakan metode ekspositori yang membuat siswa cenderung pasif . Kepasifan siswa berimbas pada komunikasi matematika siswa. Siswa malu bertanya ataupun mengutarakan pendapat serta kesulitan mengkonstruk sendiri pengetahuannya. Untuk mengatasi masalah tersebut diperlukan rancangan pembelajaran yang dapat membiasakan siswa untuk mengkonstruksi sendiri pengetahuannya dan aktif dalam kegiatan pembelajaran. Dalam penelitian ini peneliti menggunakan pembelajaran kooperatif Think Pair Share (TPS) yang melibatkan siswa secara aktif dalam proses pembelajaran. Pembelajaran kooperatif TPS diharapkan dapat meningkatkan komunikasi matematika siswa pada materi operasi pecahan. Penelitian ini bertujuan mendeskripsikan langkah-langkah pembelajaran kooperatif TPS yang dapat meningkatkan kemampuan komunikasi matematika pada materi operasi pecahan. Pembelajaran kooperatif TPS dalam penelitian ini melalui tiga tahap (1) Tahap Think yaitu siswa mengerjakan soal latihan pada LKS secara individu (2) Tahap Pair yaitu siswa secara berkelompok (1 kelompok 2 orang) mendiskusikan hasil pekerjaan pada tahap Think serta mendiskusikan soal diskusi pada LKS (3) Tahap Share yaitu perwakilan kelompok menyampaikan hasil diskusinya di depan kelas. Data komunikasi matematika diperoleh dari skor pengerjaan LKS pada tahap Think skor pengerjaan LKS pada tahap Pair skor tes pada setiap akhir siklus dan hasil pengamatan aktivitas siswa. Peningkatan komunikasi matematika dalam penelitian ini ditunjukkan dengan (1) persentase ketuntasan klasikal skor tes akhir siklus II telah memenuhi SKM dan mengalami peningkatan dari skor tes akhir siklus I (persentase ketuntasan klasikal skor tes akhir siklus I adalah 68 8% dan persentase ketuntasan klasikal skor tes akhir siklus II adalah 87 5 %) (2) persentase ketuntasan klasikal skor pengerjaan LKS tahap Think dan Pair siklus II telah memenuhi SKM dan mengalami peningkatan dari skor pengerjaan LKS tahap Think dan Pair siklus I (persentase ketuntasan klasikal skor pengerjaan LKS tahap Think siklus I adalah 56 25 % dan siklus II adalah 79 65 %. Persentase ketuntasan klasikal skor pengerjaan LKS tahap Pair pada siklus I adalah 73 45 % dan siklus II adalah 89 05 %) (3) hasil observasi aktivitas siswa dengan kategori baik sekali dan hasil catatan lapangan telah menunjukkan adanya peningkatan komunikasi. Berdasarkan hasil penelitian tersebut maka disimpulkan bahwa pembelajaran kooperatif TPS dapat meningkatkan kemampuan komunikasi matematika pada materi operasi pecahan di SMPN 18 Malang. ABSTRACT Diana Risma Firda. 2013. Cooperative Learning s Think Pair Share (TPS) is Able to Improve Communication Skill in Mathematics for Operations on Fraction Subject in SMP Negeri 18 Malang. Minithesis Department of Mathematics Education Faculty of Mathematics and Science State University of Malang. Mentor Drs. Erry Hidayanto M.Si. Keywords cooperative learning s TPS communication skill in mathematics Based on the researcher observation result in SMPN 18 Malang it shows that the latest examination result of students still get below minimum achievement standard or standart ketuntasan minimum SKM. One of the main reason is the teachers still use expository method to deliver their subject which tend to make students passive in their learning process or in other word students too much rely on their teacher to get subject understanding. This problem results in such low student communication skill. Students feel afraid both to ask and to express their opinion also they find it hard to construct their own thought. However in order to solve those problems a special teaching method is needed the one which enables students to easily construct their own thought and actively participate in a subject discussion. In this study researchers utilize a Think Pair Share TPS cooperative teaching method to make students actively involved in their learning process. Tps is also expected to be able to enhance student math communication skill in fraction operation theory. The goal of research is to describe the steps of cooperative learning s TPS that able to improve student s communication skill in mathematics for operations on fraction subject. Cooperative learning s TPS in this research has three stages (1) think stage students are asked to solve problems in the worksheet individually (2) pair stage divide students into pairs to discuss the result of their works on the think stage and discuss the discussion problem in the worksheet (3) share stage some pair send their representative to present the result of the discussion in front of the class. Mathematics communication s data in this research are obtained from the score of student s worksheet accomplishment on the think stage the score of student s worksheet accomplishment on the pair stage score of the test in the final cycle and observation result of student s activity. The improvement of student s communication skill in this research is depicted by (1) student s classical percentage in the final test score of cycle II has been filled SKM and it has been improved from the final test score of cycle I (classical percentage in the final test score of cycle I is 68 8% and classical percentage in the final test score of cycle II is 87 5%) (2) student s classical percentage in the score of student s worksheet in the think and pair stage of cycle II has been filled SKM and it has been improved from the score of student s worksheet in the think and pair stage of cycle I (classical percentage score of student s worksheet in the think stage of cycle I is 56 25% and in the cycle II is 79 65%. Classical thorough percentage score of student s worksheet in the pair stage of cycle I is 73 45% and in the cycle II is 89 05%) (3) observation result of student s activity in the category very well and the result of postcript or field note has been shown improvement communication skill in mathematics. Thus it can be concluded that cooperative learning s TPS is able to improve communication skill in mathematics for Operations on fraction subject in SMP Negeri 18 Malang.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S1 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 10 Feb 2014 04:29 |
| Last Modified: | 09 Sep 2014 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/15829 |
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