INCREASING OF STUDENTS MATHEMATICAL COMMUNICATION ABILITY BY USING GROUP INVESTIGATION (GI) LEARNING MODEL IN QUADRILATERAL OF GRADE VII AT SMP NEGERI 11 MEDAN ACADEMIC YEAR 2014/2015.

INCREASING OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITYBYUSINGGROUPINSTIGATION(GI)LEARNINGMODEL

INQUADRILATERALOFGRADE VIIATSMPNEGERI 11 MEDAN ACADEMIC YEAR 2014/2015

By:

Mawaddah ID 4113312010

Mathematics Education Study Program

THESIS

Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

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PREFACE

Give thankfulness to Allah SWT that gives the God’s mercy and spirit so that writer can finish this thesis. The title of this thesis is “Increasing of Students’ Mathematical Communication Ability by Using Group Investigation (GI) Learning Model in Quadrilateral of Grade VII at SMP Negeri 11 Medan Academic Year 2014/2015”. This thesis was arranged to satisfy the requirement to obtain the Degree of Sarjana Pendidikan from Faculty of Mathematics and Natural Science in State University of Medan.

In the completion of this thesis, the writer received support from various parts, therefore it was appropriate writer big thanks to Mrs. Dr. Izwita Dewi, M.Pd as my thesis supervisor who has provided guidance, direction, and advice to the perfection of this thesis. Thanks are also due to Dr. Asrin Lubis, M.Pd and Drs. M. Panjaitan, M.Pd and Drs. Syafari, M.Pd as my examiners who have provided input and suggestion from the planning to the completion of the preparation of the research of this thesis. Thank you so much for all my lecturers in FMIPA.

My thanks are extended to Prof. Dr. Syawal Gultom, M.Pd as rector of State University of Medan and employee staff in office of university head, Prof. Drs. Motlan, M.Sc., Ph.D as Dean Faculty of Mathematics and Natural Sciences and to coordinator of bilingual Prof. Dr. rer.nat. Binari Manurung, M.Si., Drs. Edi Surya, M. Si. as Chief of Mathematics Department, Zul Amry, M. Si. as Chief of Mathematics Education Study Program, Drs. Yasifati Hia, M. Si as Secretary of Mathematics Education, and all of employee staff who have helped the author.

Thanks to Mrs. Dra. Hj. Khairani, M. M as principle of SMP N 11 Medan who has given permission to writer do research, Mrs. Sitti Khadijah S.Pd as mathematics teacher and all teacher, staffs and also the students in grade VII-6 SMP N 11 Medan who have helped writer conducting the research.

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my beloved brother Mukhtarsyah Nasution S.H my beloved sister Mahmudah Nasution M.Pd my Brother Muhammad Mu'az S.E my brother Abdul Hafiz Nasution and Brother Yoneco Haref S.T, niece Adzkia Fitri big thanks to aunty Siti Rabiah, uwak Rosliana and Sister Retnita Lubis, M. Pd that always give me support even moril or material and all my family for all pray, motivation, and support until the end of writer’s study.

Writer wants to say thanks to my best friends in Bilingual Mathematics Class 2011, Leni, Sapta, Acy, Dwi, Nelly, Debby, Jo, Evan, Galang, Ozy, Yerni, Lita, Dewi, Aprita, Kristin, Tari, Elvi, Sifa, Sam, Vera, Anna, Rony, Widi, and Tika for the valuable support and motivation. Thanks also for 5 Serangkai (Mak Leni, Kak Sapta, Dwi, and Acy). Big thanks also for my rented-house mates, Zaitun, Dwi, Devi, Mbak Sari, Lely Wardani, Lely Harefa, Kia, Rina and Wulan for support, motivation and always be my best family in Medan. Also thanks for all my best friend Dannis and Aisyah that have give me the best experience.

The writer should give a big effort to prepare this thesis, and the writer know that this thesis have so many weakness. So that, the writer needs some suggestions to make it be better. And big wishes, it can be increase our knowledge.

Medan, July 2015 Author,

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INSREASING OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY BY USING GROUP INVESTIGATION (GI) LEARNING

MODEL IN QUADRILATERAL OF GRADE VII AT SMP NEGERI 11 MEDAN ACADEMIC YEAR 2014/2015

By : Mawaddah 4113312010

ABSTRACT

The purpose of this research were (1) to find out how the investigation group learning model can improve the students' mathematical communication ability, (2) to determine whether students' mathematical communication ability increased after following the investigation of learning with group learning model.

The type of his research was belongs to Classroom Action Research (CAR), which is implemented in SMP Negeri 11 Medan. The subjects in this research were students of class VII-6 in 2014/2015 that have total of 47 people consisting of 20 men and 27 women. The object of this resarch were the students’ mathematical communication ability and group investigative learning model.

Instruments used to collect the data were mathematical communication ability test, observation sheet, and documentation. The research consists of two cycles and for every end of cycle given students’ communication ability test. Before given, at the first tests must be validity. Validity test done is contents validity where expert as validator.

Repairs done to increase the communication mathematic ability is to make students actively involved in the learning process and can be communicated, is coordinating the state of classroom teachers, changing the group. is expected to make increase of cycle 1 is no change cycle 2.

The results of this study can be seen: (1) The results of tests of mathematical communication ability of students in the first cycle known average value of 65,39, complete 4 people, 43 incomplete, 8,51% classical completeness and mathematical communication ability of students categorized very low. (2) The results of tests of mathematical communication ability of students in the second cycle known average value of 86,81, complete 45 persons, 2 persons incomplete, classical completeness 87.50% and mathematical communication ability of students are middle categorized. And (3) Learning by using the group investigation learning model can make students’activity were good categorized in learning.

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CONTENTS

Page

Sheet of Agreement i

Biography ii

Abstract iii

Preface iv

Contents vi

List of Figure ix

List of Table x

List of Appendix xii

CHAPTER I INTRODUCTION 1

1.1. Background 1

1.2. Problem Identification 7

1.3. Problem Limitation 7

1.4. Problem Formulation 7

1.5. Research Purpose 8

1.6. Research Benefits 8

1.7. Operational Definitions 9

CHAPTER II LITERATURE REVIEW 10

2.1. Theoretical Framework 10

2.1.1. Communication 10

2.1.2. Communication in Learning 12 2.1.3. Mathematical Communication 14 2.1.4. Mathematical Communication Ability 17 2.1.5. Cooperative Learning Model 20 2.1.6. Group Investigation Learning Model 22

2.1.7. Support Learning Theory 26

2.1.8. Content Materials 28

2.1.8.1. Rectangle 28

2.1.8.2. Square 31

2.2. Relevant Research 34

2.3. Conceptual Framework 35

2.4. Action Hypothesis 35

CHAPTER III RESEARCH METHODOLOGY 37

3.1. Type of Research 37

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3.2.1. Location of Research 37

3.2.2. Time of Research 37

3.3. Subject and Object of Research 37

3.3.1. Subject of Research 37

3.3.2. Object of Research 38

3.4. Procedure and Research Design 38

Cycle I 39

a. Problem I 39

b. Action Planning I 40

c. Action Implementation I 40

d. Observation I 41

e. Data Analysis I 41

f. Reflection I 42

Cycle II 42

a. Action Planning II 42

b. Action Implementation II 42

c. Observation II 43

d. Data Analysis II 43

e. Reflection II 43

3.5. Data Resources 46

3.6. Research Instrument 46

3.6.1. Mathematics Communication Ability Test 46

3.7. Observation Sheet 48

3.8. Data Analysis 49

3.9. Indicator of Succed 53

CHAPTER IV RESULTS AND DISCUSSION 54

4.1. Result of the Research 54

4.2 Description of Research Results 54 4.2.1. Description The Result of Research Cycle I 54

4.2.1.1 Problem Cycle I 55

4.2.1.2. Action Planning Stage I 55 4.2.1.3. Action Implementation Stage I 56

1. Meeting I 56

2. Meeting II 59

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2. Observation 65

4.2.1.5. Reflection Cycle I 70

4.2.2 Research Cycle II 72

4.2.2.1. Problem Cycle II 72

4.2.2.2. Action Planning Stage II 72 4.2.2.3. Action Implementation Stage II 73

1. Meeting III 73

2. Meeting IV 75

4.2.2.4. Data Analysis Cycle II 78 1. Mathematical Communication Ability Test 78

2. Observation 81

4.2.2.5. Reflection Cycle II 84 4.2.3 Increasing of Mathematical Communication Ability 87

1. Increasing of Mathematical Communication Ability

of Each Indicator 87

2. Increasing of Class Score in Mathematical

Communication Ability 89

4.3. Description of Observation Result 89 1. Observation Result of Teacher Activities 89

4.4. Result of Interview 90

4.5. Research of Result 91

4.6. Discussion of Research Results 92 1. Mathematical Communication Ability of Student’s 92

CHAPTER V CONCLUSION AND SUGGESTION 94

5.1. Conclusion 94

5.2. Suggestion 94

REFERENCES 96

APPENDIX 99

x

LIST OF TABLE

Page Table 2.1 Scoring Criteria for Mathematics Communications

Table 2.2 Step of cooperative learning Model Table 3.1 Description about Cycle I

Table 3.2 Description about Cycle II

Table 3.3 Scoring Guidelines Mathematical Communication Test Table 3.4 The Category of Mathematical Communication Ability Table 3.5 Criteria of Normalization

Table 4.1 The percentage of Students’ Mathematical

Communication Ability in Expressing or Illustrarte Cycle I Table 4.2 The percentage of Describe through Mathematical Ideas by

Using Mathematical Symbols Cycle I

Table 4.3 The Percentage of Explaining Mathematical Model and Doing Calculation Cycle I

Table 4.4 The Percentage of Students’ Mathematical Communication Ability Cycle I

Table 4.5 The Students’ Mathematical Communication Ability Test I Table 4.6 The Observation Results of Teacher Activities Cycle I Table 4.7 Observation of Students’ Activity in Cycle I

Table 4.8 Results Obtained from Cycle I

Table 4.9 Thepercentage of Students’ Mathematical Communication Ability in Expressing or Illustrarte Cycle II

Table 4.10 The percentage of Describe through Mathematical Ideas by Using Mathematical Symbols Cycle II

Table 4.11 The Percentage of Explaining Mathematical Model and Doing Calculation Cycle I

Table 4.12 The Percentage of Students’ Mathematical Communication Ability Cycle II

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Table 4.13 The Students Learning Completeness at Communication Ability Test II

Table 4.14 The Observation Results of Teacher Activities Cycle II Table 4.15 Observation of Students’ Activity in Cycle II

Table 4.16 Comparison Between Cycle I and Cycle II Table 4.17 The Results Obtained from Cycle II

Table 4.18 The Increasing Mathematical Communication Ability of Each Indicator

Table 4.19 The Increasing Average Score of Mathematical Communication Ability

Table 4.20 The Observation Results of Teacher Activity

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81 83 85 85 88

89

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LIST OF APPENDIX

Page

Appendix 1 Lesson Plan I 99

Appendix 2 Lesson Plan II 104

Appendix 3 Lesson Plan III 108

Appendix 4 Lesson Plan IV 114

Appendix 5 Student Worksheet I 119

Appendix 6 Student Worksheet II 125

Appendix 7 Student Worksheet III 130

Appendix 8 Student Worksheet IV 135

Appendix 9 Alternative Solution of Student Worksheet I 140 Appendix 10 Alternative Solution of Student Worksheet II 142 Appendix 11 Alternative Solution of Student Worksheet III 145 Appendix 12 Alternative Solution of Student Worksheet IV 148 Appendix 13 Lattice of Initial Capability Test 151 Appendix 14 Lattice of Mathematical Communication Ability Test I 152 Appendix 15 Lattice of Mathematical Communication Ability Test II 153 Appendix 16 Initial Capability Test 154 Appendix 17 Mathematical Communication AbilityTest I 155 Appendix 18 Mathematical Communication Ability Test II 159 Appendix 19 Alternative Solution of Initial Capability Test 163 Appendix 20 Alternative Solution of Mathematical Communication

Ability Test I 166

Appendix 21 Alternative Solution of Mathematical Communication

Ability Test II 169

Appendix 22 Scoring Guidelines of Initial Capability Test 172 Appendix 23 Scoring Guidelines of Mathematical Communication

Ability Test 174

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Appendix 26 Validation Sheet of Initial Capability Test 181 Appendix 27 Validation Sheet of Mathematical Communication

Ability Test I 182

Appendix 28 Validation Sheet of Mathematical Communication

Ability Test II 183

Appendix 29 Result Description of Initial Capability Test 184 Appendix 30 Result Description of Mathematical Communication Cycle I 185 Appendix 31 Result Description of Mathematical Communication Cycle II 187 Appendix 32 Result Observation Teacher Activities on Cycle I 189 Appendix 33 Result Observation Teacher Activities on Cycle II 191 Appendix 34 Result Observation Students’ Activities on Cycle I 193 Appendix 35 Result Observation Students’ Activities onCycle II 194

1 CHAPTER I

INTRODUCTION

1.1 Background

Mathematics is the science that has the concept of hierarchically, structured, logical and systematic concepts ranging from the simplest to the most complex concepts. In learning mathematics, students are not only required to memorize mathematical formulas, but students also need to understand the concept of a material and can apply their knowledge to solve the existing problems.

It is important for students to get five process standards of mathematics, namely problem solving, mathematical reasoning, mathematical communication, mathematical connections, and representations in mathematics learning. National Council of Teachers of Mathematics (1989) also formulate learning objectives of mathematics, namely: (1) learn to communicate, (2) learn to reason, (3) learn to solve problems, (4) learn to associate the idea, and (5) learn to format a positive attitude towards mathematics.

Obviously that mathematics is applied in field wherever in everyday life. The development of science and technology is the role of mathematics. Therefore, to master and create in the future technology needed a strong mastery of mathematics from an early age by Departemen Pendidikan Nasional (2006).

Basically mathematics of school is function to develop the ability to count, measuring, lowered and using mathematical formulas needed in everyday life. Mathematics is also function to develop ability communicate ideas or ideas with the language and symbols through a mathematical model which can be words and mathematical equations, graph or table meaningful.

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In the curriculum 2006 has been formulated five skill or proficiency expected in the learning of mathematics, namely: (1) learning to communicate, (2) learning to reason, (3) learning to solve the problems, (4) learning to associate the idea, and (5) learning to establih of a positive attitude to mathematics. It relates to the opinion about the importance of communication in learning mathematics, communication is not only used in science but also in the overall of mathematics learning activities.

Communication skills should be owned by every student’, communication skills can be built up in students’ self. This is in accordance with the opinion expressed by Lindquist based on the National Council of Teachers of Mathematics (NCTM) revealed that communication skills in mathematics needs to be built so that students’ are able to : (1) express and explain their thinking about mathematical ideas and relationship, (2) formulate a mathematical definition and make generalizations obtained through investigation (discovery), (3) express mathematical ideas orally and in writing, (4) read the discourse of mathematics with understanding, (5) explain and apply well as expanding of math questions that have been learned, and (6) appreciate the beauty and power of mathematical notation, well as its role in developing ideas/mathematical ideas. Communication is one of the purpose in the learning of mathematics. The process of communication is helping students’ to build ideas, publicize the idea, and can build a good social network in a classroom environment.

In the view of the experts, mathematical communication ability needs to be developed among students’. Mathematical communication is the ability to include and contain a variety of opportunities for students’to communicate in the form of: reflecting real objects, pictures, or ideas of mathematics, modeling situations or problems using oral, written, concrete, graphs, and algebra, using skills of reading, writing, listening, and study to interpret and evaluate ideas, symbols, terms, and mathematical information.

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Mathematics is not just a thinking tool that helps us to find patterns, solve the problem and make conclusion, but also a tool to communicate our thoughts about various ideas with clear, precise and concise. In fact, mathematics is considered as a "universal language" with symbols and unique structure.

The discussion group is another way to develop students' mathematical communication skills. Discussion groups making students to practice for to express understanding. verbalize the process of thinking, and clarifying their understanding or misunderstanding. In forming a group discussion to note a few things, for example what kind of tasks which allow students can explore mathematical abilities fine and true. Besides it is also need to design teacher's role in the group of discussions. In the process of group discussion, will happen an exchange of ideas and thinking between of students’. This will provide the opportunity for students to build mathematical of understanding. Student's conversation and teachers will also drive or strengthen a deeper understanding of mathematical concepts.

This results in lower students' mathematical abilities. However mathematical ability must be owned by the students’ to achieve the learning objectives of the Mathematics. National council of teacher of mathematics (2000) stated that in learning mathematics the students’ should have the mathematical ability, namely communication, problem solving, reasoning, connections, and mathematical representations to achieve the learning objectives of mathematics.

In fact, the students’ communication mathematics ability is still far from expectations. This can be seen from the results of preliminary test performed by researcher at the date of February, 6th 2015 at VIII_–6 class of SMP Negeri 11 Medan as a sample. The test was given consist of 3 problems with the type is essay test about quadrilateral as:

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2. Mr. Nasir has a squa rice fields planted Questions :

a. Data anythi b. How do kno

fields!

c. Calculate how d. Check com

orange tre 3. Mr. Irham will

rectangular. The l m.

a. Describing b. Based on

made by Mr c. Calculating After the resul errors found are m communication, 90% ideas and formulate m picture of the students

Picture From the pictur not able to calculate the width of which has

4

a square-shaped rice fields with side length is 54 nted orange trees by the distance between oran

ything obtained from this problem

do know my much the orange trees are planted

te how much orange trees are planted around the come back the result obtained in question c! W trees are planted around the rice fields is 88 tree ill make a fence around the banana garden he length of a banana gardens is 20 m, whereas

bing the problem

on the image, how to calculate the length of y Mr.Irham ?

ting the length of the fence to be made by Mr. I sults of the students' answers were analyzed, t made by students. In the first case, from % of the students failed related the image to the te mathematical ideas into mathematical mode

nts' answer was wrong:

re 1.1. The Student’s Answer for 1stQuestion pictures of the student’ answers showed that stude

e the length and width of floor space with a rat has been known that the circumference cal

4

s 54 m. Around the orange tree is 3 m.

ed around the rice

und the rice fields! Whether much of s 88 trees? Explain!

den which shaped eas the width is 10

of the fence to be

Mr. Irham!

d, there were some om indicators of o the mathematical odels. This is one

stion

5

obtained not appropri mathematical ideas is mathematical models a

The question question correctly, f formulate the mathem in the argument, This i

Picture From the pict analyze the wrong side calculate what is writt making a mathematica

In question num that is known the leng its length. Of indicat ideas and so can not c

Picture From the pictur question at all. They c

5

opriate. This shows that the ability of students t is low, so that the students’ are not able whe ls and solution final strategies of the problem. on number 2 found that 95% students cannot

, from the indicator of communication, st hematical idea into mathematical model and respons

his is one of the student’s wrong answer:

re 1.2.The Student’s Answer for 2ndQuestion pictures the students' answers we can see tha

side and the distance between trees so that st ritten. This shows the lack of communication ski tical model to respond to a problem in the form on number 3 students’ were asked fatherly illust

ngth and width of bananas garden the Mr. Irham cators of student’ communication fails describe n not calculate the length of a banana garden.

re 1.3.The Student’s Answer for 3rdQuestion picture above, we can see that the student’ can

y can not describe about a story that could not

5

nts to communicate when making the

.

annot answer the students’ fail to espons a statement

stion

that the students’ students’ can not on skills in terms of orm of arguments.

ustrates a problem ham, and calculate ribe mathematical

tion

6

question. It can also be used as real proof that students' mathematical communication ability is low.

The analysis showed that from 25 students who take the diagnostic test, which is the complete categorize with scored75 only 4 people who completed or about 16%, while 84% of students’do not complete. Furthermore viewed from mathematical communication ability category around 4% higher mathematical communication ability, 12% medium, while 8% lower and 76% is very low. It showed that students’ mathematical communication ability of students’ is still low.

Based on the result of observation and interview that be done by researcher to the one of the mathematics teacher in SMP Negeri 11 Medan, she is Mrs. Siti Khadijah S.Pd date of January, 27th 2015 known that the student still have many difficult in mathematical Communication. That is caused of the student still have difficulties to understand the problem that was be asked in the problem especially to know what they asked and they known in that problem, so the students still were very difficult to communicate the problem.

Vygotsky learning theory argues that students forming knowledge as a result of the thoughts and activities of the students themselves through language. Vygotsky believed that development depends both on biological and social factors, social factors are very important for the development of higher mental functions for the development of the concept, logical reasoning, and decision making. The learning process will occur if the child work or handle tasks that have not been studied, but these tasks are still within their reach. Learning Vygotsky's theory is a theory of learning that support cooperative learning model Group Investigation.

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Based on the above explanation, the researcher interested in conducting the research reveal whether the learning model group investigation (GI) can increse students’ mathematical communication skills which in turning will increase students’ mathematics learning outcomes as one of academic human contribution in increasing the quality of education in Indonesia. Therefore, this research title is ‘’Increasing of Students’ Mathematical Communication Ability by Using Group Investigation (GI) Learning Model in Quadrilateral of Grade VII at SMP Negeri 11 Medan Academic Year 2014/2015”.

1.2 Problem Identifications

Based on the background described above, we can identify some problems as follows :

1. Mathematical communication ability of students’ still low.

2. There are still many students’ who are not able to resolve the question of the communication on the subject of the quadrilateral.

3. Students’ tend to be passive, just waiting for information from the teacher. Students’are less brave in stating his opinion.

4. The learning approach is still conventional so that so that students’ are not trained to find their own knowledge and develop the ability of communication.

1.3 Problem Limitation

Based on identification problem above, so the researches make the limited the problem in: Increasing of students’ mathematical communication ability by using Group Investigation (GI) in quadrilateral of grade VII at SMP Negeri 11 Medan Academic Year 2014/2015.

1.4 Problem Formulation

The problems formulation of this research are:

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2. How is the increase communication of mathematics after use Group Investigation (GI) learning model in quadrilateral of grade VII at SMP N 11 Medan?

1.5 Research Objectives

The objective of this research are:

1. Increasing the students’ mathematical communication ability using Group Investigation learning model.

2. Increasing whether of mathematical communication ability of student's after the applied Group Investigation learning model.

1.6 Research Benefits

Benefit that hoped from this research is:

1. For students’ can construct the knowledge actively, able to develop the communication ability, understanding in dealing the problems and can improve the social relation and responsible to themselves and their environment.

2. For Teachers can improve the quality of mathematics learning achievement through the create mathematical communication and as one of learning model alternative that can be used in mathematics learning. 3. For Researcher can become the comparative material about mathematical

communication rule, positive attitude and achievement motivation to the learning result in mathematics learning, increase the experience and thingking insight for writer about the scientific research.

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1.7 Operational Defenition

To avoid the differencies in interpretation of the terms contained in the problem formulation in this research, it should be noted the operational definition as follows :

1. The ability of students’ mathematical communication is students’ ability to (1) relate the picture, table, diagram and dailiy events into mathematical idea, (2) formulate the mathematical idea to mathematical model, (3) respons a statement or problem in the argument and (4) express the description or mathematical paragraph with own language.

94 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the research results presented in the previous section can be concluded with regard to the application of investigative learning groups to increase communication ability of junior high school students' mathematical follows:

1. Strategies to discuss the role in evereyday life before the start of learning and gives students’ awards have a positive impact forstudents’ is very high enthusiasm categorized to good category.

2. The increase of students’ mathematical communication ability by the implementation of Group Investigation (GI) model learning belongs to moderate category with the normalized gain value is 0.62 where the average of students’ mathematical communication ability percentage in cycle I is 8,51% or categorized to bad category and in cycle II the average of percentage is improved become 95,74% or categorized to good category.

5.2 Suggestion

Based on these results, the authors propose some suggestions for learning mathematics, especially in secondary schools, namely:

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2. To support the successful implementation of the investigative group learning models necessary teaching materials of interest, to the student activity sheet should be designed based on contextual issues close to students' daily lives and challenges students to solve.

3. In the learning process so that learning outcomes can be maximized teachers should pay attention to: (a) how to ask a question or type of question that can evoke the curiosity of students, (b) how to settle disputes over the students can have high confidence that they are not totally dependent on teacher (c) the provision of scaffolding on students' prior knowledge was limited to connecting students to their problem solving. (D) how to create an atmosphere of discussion among students with other students so that the discussion is not dominant mastered by students who have high ability.

4. In the investigation group learning model, the teacher acts as a facilitator. Therefore, teachers of mathematics who wish to apply this learning need to pay attention to: (a) the availability of instructional materials in the form of problems that lead to kemampun kontkstual to be achieved, (b) required careful consideration for teachers in providing assistance to the student so that the student is able to achieving the expected competencies to the maximum, (c) the provision of assistance may be needed if it is to encourage the development of students' potential. 5. In addition to increasing communication skills of mathematics and

learning outcomes, learning models can also spur investigation group of students in a learning activity and can assist students in forming a positive perception towards learning mathematics, therefore it is advisable to learning as developed further on the topic - the topic of mathematics and different levels of education.

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BIOGRAPHY