THE DIFFERENCE OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY TAUGHT BY COOPERATIVE LEARNING TEAM GAMES TOURNAMENT
TYPE WITH LEARNING CYCLE MODEL INTEGRATED WITH CHARACTER EDUCATIONAT SMA NEGERI 1 BERASTAGI
By:
Kristiani Br Sitepu ID 4113111043
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 thank’s to Lord give me more spirit to finish my thesis. The title of thesis is The Difference of Student's Matematical Comunication Ability Taught by Cooperative Learning Teams Games Tournament Type and Learning Cycle Model Integrated with Character Education at SMA Negeri 1 Berastagi. This thesis was arranged to satisfy the law to get the Sarjana Pendidikan of Mathematics and Science Faculty in State University of Medan.
For this chance I want to say thank you for the rector of State University of Medan, Mr. Prof. Dr. Syawal Gultom, M.Pd. and his staffs, Mr. Prof. Drs. Motlan, M.Sc., Ph.D. for dean of FMIPA UNIMED and his college assistant of Dean I, II, III in Unimed, Mr Dr. Edi Surya, M.Si. as Leader of Mathematics Department, Mr. Drs. Zul Amry, M.Si. as Leader of Mathematics Education Study Program and then Mr. Drs. Yasifati Hia, M.Si. as secretary of Mathematics Department.
Big Thank’s for Mr. Dr. KMS. M Amin Fauzi, M.Pd as supervisor who guide to prepare this thesis. And the thanks a lot for Mr. Prof. Dr. Hasratuddin, M.Pd., Mr. Prof. Dr. Mukhtar, M.Pd., and Mr. Drs. Zul Amry, M.Si who’re the persons responsible for my thesis from the beginning until end. Thanks to Mr. Prof. Dr. Mukhtar, M.Pd as my academic supervisor and then thank you so much for all my lecturers and staffs in FMIPA.
Special thanks to my lovely father Mr. Ngampeken Sitepu, and my lovely mother Mrs. Nurlianna br Sembiring for giving motivation, pray and all I need in finishing this thesis. And then thanks to my lovely brothers Heri Riski Sitepu and Raja Ngatur Sitepu.
And then, thank you so much for helping Alberto Colia, M.Pd as headmaster of SMA Negeri 1 Berastagi, Mrs. Elvri Theresia Sembiring, S.Pd. as a mathematics teacher and all staffs in SMA Negeri 1 Berastagi especially for my students in X PIA 7 and X PIA 6 class for helping and supporting in doing research.
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Natalita, Aprita, Verawati, Anna, Debby, Yohannes, Nelly, Widi, Leni, Dwi, Sapta, Acy, Mawaddah, Tika, Asifa, Elvi, Evan, Fahrozy, and Galang.
The writer should give a big effort to prepare this thesis, and the writer knows that this thesis has so many weaknesses. So that, the writer needs some suggestions to make it this be better. And big wishes, it can be improve our knowledge.
Medan, 2015 Writer,
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THE DIFFERENCE OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY TAUGHT BY COOPERATIVE LEARNING TEAM GAMES TOURNAMENT
TYPE WITH LEARNING CYCLE MODEL INTEGRATED WITH CHARACTER EDUCATION AT SMA NEGERI 1 BERASTAGI
Kristiani Br Sitepu (IDN. 4113111043)
ABSTRACT
The aim of this research was to know whether student’s mathematical communication ability by using cooperative learning model TGT type was better than Learning Cycle Model. The research method was quasi-experiment. The population was all students at SMA Negeri 1 Berastagi. The sample of this research took two classes and consist of 32 students for each class, X PIA 7 as experimental class I which used cooperative learning model TGT type and X PIA 6 as experimental class II which used Learning Cycle Model.
This research using post-test only. From the result of conditional test of data, all of data from posttest are normal distribution and homogeneous. Data was analyzed by using descriptive statistic analysis and inferential analysis.
The result of the research shows that the means score are 94,5 in experiment class I and 92,7 in experiment class II. It can descriptively be seen that the means score of posttest the students’ mathematical communication ability by using cooperative learning model TGT type is better than Learning Cycle Model. Hypothesis analysis was obtained that tcalculated > ttable = 2.168 > 1.669 with = 0.05 so consequently Ha is accepted. It means that the students’ mathematical communication ability by using cooperative learning model Teams Games Tournament type is better than Learning Cycle Model.
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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 xi
CHAPTER I INTRODUCTION 1
1.1. Background 1
1.2. Problems Identification 8
1.3. Problems Limitation 8
1.4. Problems Formulation 8
1.5. Research Objectives 9
1.6. Research Benefits 9
1.7. Operational Definitions 9
CHAPTER II LITERATURE REVIEW 11
2.1 Theoretical Framework 11
2.1.1 Mathematical Communication Ability 11
2.1.2 Cooperative Learning 15
2.1.2.1 Definition of Cooperative Learning 15 2.1.2.2 Cooperative Learning Type TGT 17
2.1.3 Learning Cycle Model 20
2.1.3.1 Constructivism Learning 20
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2.1.3.2 Learning Cycle Model 22
2.1.4 Character Education 25
2.1.4.1 Definition Character Education 25 2.1.4.2 Function Character Education 26 2.1.4.3 Purpose Character Education 27 2.1.4.4 Value Character Education in Schools 27
2.2 Relevant Research 29
2.3 Conceptual Framework 29
2.4 Hypothesis 30
CHAPTER III RESEARCH METHODOLOGY 31
3.1. Location and Time of research 31
3.2. Population and Sample of Research 31
3.3. Variable of Research 31
3.3.1 Independent Variable 31
3.1.2 Dependent Variable 31
3.4. Design of Research 32
3.5. Procedurest of Research 32
3.5.1 Preparation Phase 32
3.5.2 Implementation Phase 33
3.5.3 Last Phase 33
3.6. Research Instrument 34
3.6.1 Test Of Mathematical Communication Abiity 35
3.7 Instrument Trial 37
3.8 Analysis Data Technique 37
3.8.1 Calculating Average of Score 37
3.8.2 Calculating of Deviation Standart 37
3.8.3 Normality test 37
3.8.4 Homogeneity Test 38
3.8.5 Hypothesis Test 39
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Ability and Students Character 40
CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS 42
4.1 Description of Research Result 42
4.1.1 The of Mathematical Communication Ability Test 42 4.2 The Analysis Data of Result Research 43
4.2.1 Normality Test of Student’s Mathematical Communication
Ability 43
4.2.2 Homogeneity of Mathematical Communication Ability Test 43
4.2.3 Hypotheses 43
4.2.4 The Difference in Charaterictics Student’s Answer in Research
Result 44
4.2.5 Correlation Test of Student’s Mathematical Communication
Ability with Students’s Character Education 46
4.3 Research Discussion 47
CHAPTER V CONCLUSION AND SUGGESTION 49
5.1 Conclusion 49
5.2 Suggestion 49
REFERENCE 51
APPENDIX 55
x
LIST OF TABLE
Page
Table 2.1 Steps Cooperative Learning Model 17
Table 2.2 Description of Value Character Education 27
Table 3.1 Design of Reseacrh 32
Table 3.2 The Blueprint of Mathematical Communication Ability Test 35 Table 3.3 The Criteria Giving Score of Mathematical Communication
Ability Test 35
Table 3.4 Guidelines of Giving Score of Mathematical Communication
Ability Test 36
Table 4.1 The Data of Pretest Score of Mathematical Communication
Ability Test 42
Table 4.6 The Correlation Test of Srudent’s Mathematical
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LIST OF FIGURE
Page Figure 2.1 Mathematical Communication Scheme 12
Figure 2.2 Mechanism Tournamnet 19
Figure 2.3 Assignment of Tournamnet tables 20 Figure 3.1 Scheme of Research Procedures 34 Figure 4.1 The Difference in Students’ Answer in TGT and Learning
Cycle Class Ist Indicator Problem No 1 44 Figure 4.2 The Difference in Students’ Answer in TGT and Learning
Cycle Class 2nd Indicator Problem No 2 45 Figure 4.3 The Difference in Students’ Answer in TGT and Learning
Cycle Class 2nd Indicator Problem No 4 45 Figure 4.4 The Difference in Students’ Answer in TGT and Learning
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LIST OF APPENDIX
Page
Appendix 1 Lesson Plan I (Teams Games Tournament) 55
Appendix 2 Lesson Plan II (Teams Games Tournament) 63
Appendix 3 Lesson Plan III (Teams Games Tournament) 72
Appendix 4 Lesson Plan I (Learning Cycle) 81
Appendix 5 Lesson Plan II (Learning Cycle) 88
Appendix 6 Lesson Plan III (learning Cycle) 96
Appendix 7 Student Worksheet I (Teams Games Tournament) 104
Appendix 8 Student Worksheet II (Teams Games Tournament) 108
Appendix 9 Student Worksheet III (Teams Games Tournament) 111
Appendix 10 Student Worksheet I (Learning Cycle) 114
Appendix 11 Student Worksheet II (Learning Cycle) 118
Appendix 12 Student Worksheet III (Learning Cycle) 121
Appendix 13 Post-Test of Mathematical Communication Ability 124
Appendix 14 Alternative Solution for Post-Test 128
Appendix 15 Lattice of Post-Test 132
Appendix 16 Guidelines Scoring for Post-Test 133
Appendix 17 Validation Sheet of Post-test 134
Appendix 18 Result of Students Mathematical Communication Ability
of Experiment Class I 136
Appendix 19 Result of Students Mathematical Communication Ability
of Experiment Class II 137
Appendix 20 Calculation of Data Normality Test of Student’s
Mathematical Communication Ability 138
Appendix 21 Homogenity Test 140
Appendix 22 Hypothesis Test 141
Appendix 23 Rubric Assessment of Character Education 143
Appendix 24 Correlation of Student’s Normalized Gain Mathematical
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1
CHAPTER I INTRODUCTION 1.1. Background
Indonesia is a developing country that is rapidly developing. For the purposes of this building, and in addition to the necessary capital resources, required qualified human resources for development purposes. One effort to create and enhance these resources through education.
Throughout its history, in this world, education is essentially has two objectives, namely to help people to be smart and clever, and help them become better human beings (Haryanto, 2012). Making intelligent and clever man, it could be easy to do, but to makes people to be kind and wise, it seems much more difficult or even very difficult. Thus, it is reasonable to say that the moral problem is a matter of acute or chronic diseases that accompany human life anytime and anywhere.
The phenomenon of the degenerate of the character of the nation can be due to weakness of character education in continue the value of nationalism over the generations. Straight life following the rules of the values and norms directed to the welfare and happiness of living in the world is charactered life. In the lives of individual, family, school and community; corruption considered to be a culture; abuse and juvenile delinquency are rampant; cheating in exams is considered normal and even necessary; and others who all was not in accordance with the demands of life characterized. By seeing the fact, then the character 's behavior is not sufficiently represented by the term smart, polite or immoral alone but must be done through the learning process. The learning process as a form of educational efforts, organized by the educators at all levels and types of education can optimize the desired character education efforts. (Prayitno in Sari, 2012)
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Mathematics is also a means to foster students' mathematical abilities, such as the ability to think logically, creatively, critically, carefully, effectively, problem solving, representation, connections, communication, and so on. Knowing that the benefit of mathematics for human is very magnitude, it is not surprising that mathematics subject becomes a concern, of course, in this case the concern is the math learning achievement as measured from the mathematical ability of the student (doing math).
Recently mathematics always considered the scary lessons and tend to memorize formulas so that in the students’ soul already entrenched about the assumptions, this cause the students’ interest and attrachted to mathematics lesson are low. Whereas the interest of students to mathematics can be a major thing to develop a desire in learning mathematics, and with the interest is expected to expected to be a tendency of positive attitude towards mathematics in order to reach learning achievement in mathematics.
Based on the Regulation of the Minister of National Education No. 22 of 2006 stated that the study of mathematics aims to enable students to have the following capabilities: (1) Understand the concepts of mathematics, explains the relationship between concepts and apply concepts or algorithms, are flexible, accurate, efficient, and precise, in solving the problem. (2) Using the pattern and nature of the reasoning, mathematical manipulation in making generalizations, compile evidence, or explain ideas and mathematical statements. (3) Solve the problem that includes the ability to understand the problem, devised a mathematical model, solve the model and interpret the obtained solution. (4) Communicate ideas with symbols, tables, diagrams, or other media to clarify the situation or problem. (5) Have respect for the usefulness of mathematics in life, which has a curiosity, attention, and interest in studying mathematics, as well as a tenacious attitude and confidence in solving problems. Ministry of Education (2006).
3
helps build meaning and permanents ideas and communication process can also publish the idea.When students challenged their minds and their ability to think about mathematics and communicate the results of their thoughts orally or in writing, they are learning to explain and convince.Listen to the explanation of the other students, giving students the opportunity to develop their understanding. Communication is essential for students because every problem in daily life needs good communication to find its solution. In an effort to develop communication, students have to be able to deliver information to the mathematical language, for example, presents the question or problem into a mathematical model to make it more practical, systematic, efficient, and easy to understand.
Mathematical communication ability can occur when students work in groups, when students describe an algorithm to solve an equation, when students construct and describe a graphical representation of the real-world phenomena, and when students give a conjecture on geometry images.Furthermore, in learning students need accustom to give arguments of each answer and give responses to the answers given by others, so that what is learned becomes meaningful.
Ansari (2012: 11) evaluation standart to measure mathematical communication is expressed as follows:
(1)Menyatakan ide matematika dengan berbicara, menulis, demonstrasi, dan menggambarkannya dalam bentuk visual; (2)Memahami, menginterpretasi, dan menilai ide matematik yang disajikan dalam bentuk tulisan, lisan atau bentuk visual; (3)Menggunakan kosa kata/ bahasa, notasi dan struktur matematik untuk menyatakan ide, menggambarkan hubungan dan pembuatan model.
4
One reason of low ability students' mathematical communication is normal learning process and still centered on the teacher. Students not involved in constructing ability, only receive the information submitted searaah of teachers. Often students are not able to answer questions that are different from the example set by the teacher and doing exercises follow the pattern set by the teacher.
Teaching pattern has been used by teacher has not been able to help activate the students in learning, motivation to express their ideas and opinions, and even students are still reluctant to ask the teacher if they do not understand the concepts taught. To develop the communication skills of mathematics, teachers should seek learning by using a model - a model of learning that can provide opportunities and encourage students to train students' mathematical communication skills.
5
write mathematical model or algebraic form, but not completely. These were test that given to students:
1. The following is a survey how some students go to school
a. How many students were surveyed?
b. Mention the fewest way used by students to go to school!
c. Mention the way most used by student to go to school!
d. What percentage of students who go to school by public transport?
The picture below showed one of the student answers:
students do not
understand what is
being asked in
question
2. The following is a table of smartphone sales profits in Store A..
Months 1 2 3 4 5 6
Profits (millions rupiah)
10 13 21 15 16 20
a. Serve the data from the table above in the form of line charts!
b. When the most sales of smartphone?
6
The picture below showed one of the student answers:
Student did not write the
Note in chart
there are many students who are wrong in doing calculations
Based on the results of test above, can be concluded that the students’ mathematical communication ability was in low. Students had difficulties in answering the questions, students had difficulties to express mathematical description into mathematical model; students were not able to create mathematical model through diagram, graph, or table; and students had difficulties to explain mathematical model and do calculation.
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One effort that can be done is by the use of cooperative learning. According Safrida (2014) cooperative learning are chosen with consideration that the process of cooperative learning involves students in a group discussion so that students will be able to communicate mathematically and allows students to be more open in expressing an idea or opinion. This can be done on cooperative learning model of Team Games Tournament.
Slavin (2010; 63) state that
Teams Games Tournament is one of type cooperative learning that puts students ini a group 5-6 students that have the ability, gender and syllable or a difference race. Teacher presents the material, and students work in their groups.
Teams Games Tournament is a cooperative learning model that is considered to arouse students’ interest in mathematics an to make students more active, encouraging cooperative among students in learning the concept to improve students’ mathematical communication ability.
The advantages of cooperative learning type Teams Games Tournament, namely:
1. Teams Games Tounament model will foster a sense of togetherness and mutual rescpect among members of the group.
2. Students more enthusiastic about the course. Because in the learning, the teachers promises a tribute to the best students in groups.
3. The learners become more fun in the class because there is games tournament.
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Based on the above, researcher interested in conducting research with title: “The Difference of Student's Matematical Comunication Ability Taught by Cooperative Learning Teams Games Tournament Type and Learning Cycle Model Integrated with Character Education at SMA Negeri 1 Berastagi.”
1.2Problems Identification
Based on the background can be identified the problem that occured as follows: 1. The attitude of the students who are less good and the degenerate moral of
learners.
2. The students’ mathematical communication is still low. 3. Mathematics is considered difficult and not interesting.
4. The model of learning that are less attractive cause the low of student interest in learning .
5. The method of Teams Games Tournament and Learning Cycle is not used in
schools.
1.3Problems Limitation
Based on problems identification above, it needs problems limitation to be more focused. The problem to be examined in this study is limited to:
1. The model used are cooperative learning Teams Games Tournament type and Learning cycle model integrated with character education.
2. The student’s mathematical communication ability in this research is bounced in student’s mathematical communication ability at topic statistics in grade X semester II.
3. The difference in the process of students' answers on the mathematical communication ability test in both experimental class.
1.4 Problems Formulation
From backgound of problem, the problem formulation are
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How does the process of student’s answer in mathematical communication ability test?
1.5. Research Objective
Based on the problem formulation which has been described, the objectives of this research are:
To know which higher of student’s mathematical communication ability using Teams Games Tournament (TGT) or Learning Cycle that integrated with character education.
To know the difference students process of answer from Teams Games Tournament(TGT) and Learning Cycle class.
1.6. Research Benefit
The results obtained are expected to be useful both for teachers, students and researchers:
1. For the teacher: can be an alternative model that can be applied to increase the students' mathematical communication skills.
2. For students : can improve students' mathematical communication.
3. For researchers: it can be a means for self-development researchers in finding appropriate learning models and can be used as a reference for other researchers in similar studies.
1.7 Operational definitions
Operational definition is necessary to avoid errors in interpreting and interpret in the context of this study variables. Operations of each variable is described as follows:
10
2. Cooperative learning Teams Games Tournament type is one of cooperative learning model that promotes learning ini heterogeneous group as well contain elements of the games and reinforcement. The syntaxes of cooperative learning model type team games tournamnet are:
a. Presenting learning goals and set
b. Present Information (Class Presentation) c. Organize students into learning teams (Teams) d. Assist team work and study (Teams)
e. Test on the materials (Games Tournament)
f. Provide Recognation (Team Recognize)
3. Learning Cycle is a model of student-centered learning that is a series of stages of activities (phase) are organized so that students can master the competencies that must be achieved in learning to play an active role. The syntaxes of learning cycle model called 5E that are: engagement, exploration, explanation, elaboration, and evaluation.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
1. Based on the result of research obtained can be concluded that students’
mathematical communication ability by using cooperative learning Teams Games Tournament (TGT) type in experimental class I is better than students’ mathematical communication ability by Learning Cycle model in experimental class II on topic Statustics at SMA Negeri 1 Berastagi.
2. From the process of the students in solving mathematical communication
ability test can be seen some differences from both of experimental classes. There are significant differences in the second and third indicator of mathematical communication ability. In the second indicator, namely the ability to explaining mathematical problem to figure, TGT class students answer more completely than the Learning Cycle class. While in the third indicator, namely the ability of explaining the mathematical problem by their own words students' answers in TGT class also more complete that learning cycle class.
5.2 Suggestion
Based on the results of research and the above conclusion, then researcher submits some suggestions, as follows:
1. Cooperative Learning Teams Games Tournament Type and Learning Cycle
can be as consideration to teachers in senior high school to develop students’ mathematical communication ability.
2. In the implementation of Teams Games Tournament (TGT) model, it’s better
the teacher consider time allocation in learning process because phase games tournament will take much time.
3. If teacher want to implemented Teams Games Tournamnet model, first
teacher have to ensure that students can be arranged so that the time to apply the TGT effectively is enough.
4. Students’ mathematical communication ability in the indicators explaining
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enhanced by give SAS more frequent to students to improve mathematical
communication ability.
5. For further researcher, result and instrument of this research can be used as
51
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