THE INCREASING OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY BY USING THINK-TALK-WRITE (TTW) MODEL
IN Q UADRILATE RAL O F GRADE VII AT SMP NEGERI1 ONAN GANJANG
By:
Sartika Tampubolon ID. 4103312024
Bilingual Mathematics Education
THESIS
Submitted to Fulfill Requirement for Getting the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
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BIOGRAPHY
Sartika Tampubolon was born in Medan on September, 10th 1992. Her father’s name is Hisar Tampubolon and her mother’s name is Oktarida Batubara, S.Pd. She is the fourth children of four children. In 1998 the author starts her
education in SD Negeri 060885 Medan and graduated in 2004. In 2004, the author
continues her education in SMP Swasta Methodist-1 Medan and graduated in
2007. And then in 2007, the author continue her education in SMA Negeri 2
Medan and graduated in 2010. After graduated from Senior High School, the
author continues her education in State Univesity of Medan as student in bilingual
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THE INCREASING OF STUDENTS’ MATHEMATICAL COMMUNICATION
ABILITY BY USING THINK-TALK-WRITE (TTW) MODEL IN Q UADRILATE RAL O F GRADE VII AT
SMP NEGERI1 ONAN GANJANG
Sartika Tampubolon (4103312024) ABSTRACT
The purpose of this research were (1) to find out how the think-talk-write (TTW) learning model can improve the students' mathematical communication ability, (2) to determine whether students' mathematical communication ability increased after following the think-talk-write (TTW) learning model, (3) to describe students' activities toward mathematics learning using think-talk-write (TTW) learning model, (4) to determine students' response toward mathematics learning using think-talk-write (TTW) learning model.
The type of his research was belongs to Classroom Action Research (CAR), which is implemented in SMP Negeri 1 Onan Ganjang. The subjects in this research were students of class VII-B in 2014/2015 that have total of 25 students. The object of this resarch were the students’ mathematical communiation ability and think-talk-write (TTW) learning model.
This research consisted of 2 cycles and from the first cycle consists of 2 meetings and the second cycle consists of 2 meetings. Students' mathematical communication ability test conducted at the end of each cycle. 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 1.63, complete 6 people, 19 incomplete, 24% 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 3.12, complete 23 persons, 2 persons incomplete, classical completeness 92% and mathematical communication ability of students are middle categorized. (3) Learning by using think-talk-write (TTW) learning model can make students’ activity were active categorized in learning, and (4) Learning by using think-talk-write (TTW) learning model can provide a positive response to the students in the learning process.
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PREFACE
The greatest thankfulness is given to The Almighty God, my Lord Jesus
Christ, for gives blessing, health, and wisdom to the author until the thesis entitled “The Increasing of Students’ Mathematical Communication Ability by Using Think -Talk-Write (TTW) Model in Quadrilateral of Grade VII at SMP Negeri 1 Onan
Ganjang” was finish. This thesis was arranged to fulfill the requirement for
Mathematics Education Bachelor’s Degree of Mathematics and Natural Science
Faculty in State University of Medan.
In the completion of this thesis, the author was achieves so many helps and
supports from various sides. For that, the author says thank you so much to Dr. Izwita
Dewi, M.Pd as thesis supervisor who patiently guides the author by giving advice,
input, and remarks. Also the author says thank you so much to Prof.Dr. Asmin,M.Pd,
Dr. KMS. Amin Fauzi, M.Pd, and Prof. Dr. Bornok Sinaga, M.Pd as examiner
Especially the writer would like to express my gratitude to my belovedmother
Oktarida Batubara, S.Pd and father Hisar Tampubolon (+) for their pray, advice, high
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Special big thanks to Hotnida Tampubolon (beloved sister) and her husband B.
Simanjuntak, S.E , Briptu Leonardo Tampubolon(+) (beloved brother),Bripka Rony
Tampubolon (beloved brother) and Bintang Benyamin Simanjuntak (beloved
nephew) who always gave supports and prays.
The author also says thank you so much to Hanifah Hasti Purba as school
principle, Maya LumbanSiantar, S.Pd as mathematics teacher, all of teachers and
staffs, and also VII-Bstudents in SMP Negeri 1Onan Ganjang who have helped the
author during research action.
Special thanks to big family in Bilingual Mathematics Class 2010: Abdul (tam’s), Anggi, Dian, Dwi, Elfan, Erlin, Kiki, Ana, Lia, Mila, Maria, Martin (tam’s), Meiva, Melin (tam’s), Nelly, Surya, Petra, Rully, Riny, Sela, Siti, Uli, Mimi. And all
my friends at PPLT in SMA Negeri 2 Kisaran,Yasir, Nurul, Nia, Sheila, Uli, Kartika,
Rofi, Eska, Tri, Selly, and also thanks for Bripda Miwarddo Sahpin Hutajulu,
Afriyeni Hutajulu (Aju Yeni)who gave support and motivation during completion of
thesis.
The author already gave the big effort to write this thesis, and about the
weakness of thesis the author need some suggestions to make it better. For the last,
the author hopes the contents of this paper would be useful in enriching the
knowledge.
Medan, Februari 2015
Author,
CONTENTS
Page
Authentication sheet i
Biography ii
Abstract iii
Preface iv
Contents vi
Figure List ix
Table List xi
Appendix List xii
CHAPTER I. INTRODUCTION
1.1 Problem Background 1
1.2 Problem Identification 6
1.3 Problem Limitation 7
1.4 Problem Formulation 7
1.5 Research Objectives 7
1.6 The Benefit of Research 8
1.7 Operational Definiton 8
CHAPTER II. LITERATURE REVIEW
2.1 Theoretical Framework 9
2.1.1 The Essence of Learning 9
2.1.2 Mathematics Lerning 10
2.1.3.Mathematical Reasoning Ability 12
2.1.4. Reasoning Ability in Mathematics Learning 17
2.1.5 Realistic Mathematics Education (RME) 17
2.1.5.1 The Characteristic of Realistic Mathematics Education 19
2.1.5.2 The Principle of Realistic Mathematics Education 22
2.1.5.4 The Benefit and The Weakness of Realistic Education 25
Implementation
2.1.5.5 Design of Realistic Mathematics Education Lesson 26
2.1.5.6 The Relationship between Realistic 29
Mathematics Education with the Improvement of
Reasoning Ability
2.1.5.7 The effectiveness of realistic mathematic 30
approach in increasing students
2.1.6 The Lesson of Sets Matter 31
2.1.6.1 Understanding the concept of sets and venn diagram 31
2.1.6.2 Understanding Set Relation 33
2.1.6.3 Understanding Set Operation 42
2.2 Review of Relevant Research 52
2.3 Conceptual Framework 52
2.4.Action Hypothesis 53
CHAPTER III. RESEARCH METHODOLOGY
3.1 The Type of Research 54
3.2 Location and Time Research 54
3.3 Subject and Research Object 54
3.3.1 Research Subject 54
3.3.2 Research Object 54
3.4 Research Design 55
3.4.1 Research Procedure 55
3.5 The Instrument of Data Collection 58
3.5.1 The Instrument of Student 58
Mathematical Reasoning Ability
3.5.2 Observation Sheet 59
3.5.3 Interview Test 60
3.6 Technique of Data Analysis 60
3.6.2 Data Explanation 60
3.7 Performance Indicator 63
CHAPTER IV. RESEARCH RESULT AND DISCUSSION
4.1 Description of Research Result 65
4.1.1 Result Description of Cycle I Research 65
4.1.1.1 Problem I 65
4.1.1.2 Action Planning Stage 65
4.1.1.3 Action Implementation I 66
4.1.1.4 Data Analysis I 68
4.1.1.5 Interview I 68
4.1.1.6 Data Analysis II 73
4.1.2 Description of Research Result in Cycle II 82
4.1.2.1 Problem II 82
4.1.2.2 Action Planning Stage II 83
4.1.2.3 Action Implementation II 83
4.1.2.4 Data Analysis II 86
4.1.2.5 Interview 92
4.1.2.6 Reflection II 92
4.2. Research Result Discussion 98
4.2.1 Learning Factors 98
4.2.2 Mathematics Reasoning Ability 100
4.3 Research Findings 102
CHAPTER V. CONCLUSION AND SUGGESTION
5.1 Conclusion 103
5.2 Suggestion 105
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LIST OF FIGURE
Page
Figure 1.1 Mistaken work to expressed mathematics ideas into picture 5
Figure 1.2 Mistaken work to illustrate picture into the mathematical model 5
Figure 2.1 Design of Think-Talk-Write Learning Model 29
Figure 3.1 Model of Action Research 39
Figure 4.1 Percentage Level of Students’ Mathematical Communication
Ability in Cycle I 71
Figure 4.2 Percentage Level of Students’ Mathematical Communication
Ability in Cycle II 85
Figure 4.3 Increasing of Students’ Mathematical Communication
Ability 87
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LIST OF TABLE
Page
Table 2.1 Scoring Criteria for Mathematics Communications 18
Table 2.2 The Steps of Cooperative Learning model 23
Table 2.3 Learning Syntax with Think-Talk-Write Model 30
Table 3.1 The steps in cycle I 44
Table 3.2 The steps in cycle II 45
Table 3.3 List of students’ predicate and the criteria 50
Table 3.4 Interpretation of Students’ Mathematical Communication
Ability 50
Table 3.5 Interpretation of Gain normalization 51
Table 3.6 Interpretation of Students’ Activity 53
Table 3.7 Interpretation of Teacher’s Response 54
Table 3.8 Interpretation of Students’ Response Individually 55
Table 3.9 Interpretation of Students’ Response Classically 55
Table 4.1 Data of Initial Mathematics Communication Ability of Students 59
Table 4.2 Observation of Teacher’s Activity in Cycle I 62
Table 4.3 Observation of Students’ Activity in Cycle I 63
Table 4.4 Result of Students’ Response Questionnaire to Mathematics
Learning in Cycle I 66
Table 4.5 Results Description of Students’ Mathematical Communication
Ability Cycle I 67
Table 4.6 The Description of Students’ Mathematical Communication
Ability in Writing Situation or Mathematical Idea into Picture
Test I 69
Table 4.7 The Description of Students’ Mathematical Communication
Ability in Illustrating The Mathematical Idea in Mathematical
Model Test I 69
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Ability in Explaining The Procedures of Solution Test I 70
Table 4.9 Result of Students’ Mathematical Communication Ability in
Cycle I 71
Table 4.10 Data of Students’ Mastery Learning of Mathematical
Communication Test in Cycle I 72
Table 4.11 Observattions of Teacher’s Activity in Cycle II 77
Table 4.12 Observattions of Students’ Activity in Cycle II 78
Table 4.13 Result of Students’ Response Questionnaire to Mathematics
Learning in Cycle II 80
Table 4.14 Results Description of Students’ mathematical Communication
Ability Cycle II 82
Table 4.15 The Description of Students’ Mathematical Communication
Ability in Writing Situation or Mathematical Idea into Picture
Test II 83
Table 4.16 The Description of Students’ Mathematical Communication
Ability in Illustrating The Mathematical Idea in Mathematical
Model Test II 83
Table 4.17 The The Description of Students’ Mathematical Communication
Ability in Explaining The Procedures of Solution Test II 84
Table 4.18 Result of Students’ Mathematical Communication Ability in
Cycle II 85
Table 4.19 Data of Students’ Mastery Learning of Mathematical
Communication Test in Cycle II 86
Table 4.20 Description Increasing of Students’ Mathematical
Communication Ability Based on Cycle I and Cycle II Test 86
Table 4.21 The Increasing Criteria of Each Indicator 88
Table 4.22 The Difference Between Cycle I and Cycle II 89
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Appendix 5 Student Worksheet I 132
Appendix 6 Student Worksheet II 138
Appendix 7 Student Worksheet III 143
Appendix 8 Student Worksheet IV 147
Appendix 9 Alternative Solution of Student Worksheet I 151
Appendix 10 Alternative Solution of Student Worksheet II 153
Appendix 11 Alternative Solution of Student Worksheet III 156
Appendix 12 Alternative Solution of Student Worksheet IV 159
Appendix 13 Lattice of Initial Test 162
Appendix 14 Lattice of Mathematical Communication Ability Test I 163
Appendix 15 Lattice of Mathematical Communication Ability Test II 164
Appendix 16 Initial Test 165
Appendix 17 Mathematical Communication Ability Test I 166
Appendix 18 Mathematical Communication Ability Test II 167
Appendix 19 Alternative Solution of Initial Test 168
Appendix 20 Alternative Solution of Mathematical Communication
Ability Test I 169
Appendix 21 Alternative Solution of Mathematical Communication
Ability Test II 172
Appendix 22 Guidelines for Scoring of Initial Test 175
Appendix 23 Guidelines for Scoring of Mathematical Communication
Ability Test I 177
Appendix 24 Guidelines for Scoring of Mathematical Communication
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Appendix 25 Questionnaire of Students’ Response 181
Appendix 26 Observation Sheet of Teacher Activity 184
Appendix 27 Observation Sheet of Students’ Activity 208
Appendix 28 Validation Sheet of Initial Test 220
Appendix 29 Validation Sheet of Mathematical Communication
Ability Test I 222
Appendix 30 Validation Sheet of Mathematical Communication
Ability Test II 228
Appendix 31 Result Description of Diagnostic Test 234
Appendix 32 Result Description of Mathematical Communication
Ability Test I 235
Appendix 33 Result Description of Mathematical Communication
Ability Test II 236
Appendix 34 Observation’s Result of Teacher’s Activity in Cycle I 237
Appendix 35 Observation’s Result of Teacher’s Activity in Cycle II 238
Appendix 36 Observation’s Result of Students’ Activity in Cycle I 239
Appendix 37 Observation’s Result of Students’ Activity in Cycle II 240
Appendix 38 Observation Result of Students’ Response in Cycle I 241
CHAPTER I INTRODUCTION
1.1. Background
Education is every effort, influence, protection and assistance provided to
the child to drawn child maturation or more enough to help children to carry out
their own life. The influence come from an adult (or created by adults such as
schools, books, daily live, and so on) and addressed to people who have not grown
up (Hasbullah, 1997:2). Changing and developing in education is something that
indeed supposed to occur in accordance with the changing culture of life.
Therefore, development of time in the education world is constantly changing
with significant and can changing the mindset of a educators from rigid mindset
into a more modern, more skillful, creative, and innovative. It is very influential in
the progress of education in Indonesia. Facing the facts, educational experts
criticaling with expression and the real theoretical education to achieve the real
education goal. Mudyaharjo (2004: 59) states:
Tujuan pendidikan dapat dibagi atas dua bagian yaitu tujuan pendidikan yang bersifat personal dan sosial. Tujuan pendidikan bersifat personal adalah untuk mengoptimalkan perkembangan kemampuan-kemampuan yang dimiliki oleh setiap orang, sehingga mengalami perubahan-perubahan dalam pola tingkah laku. Sedangkan tujuan pendidikan bersifat sosial menggambarkan pendidikan dalam memelihara dan membangun kehidupan bersama dalam masyarakat, berbangsa dan bernegara.
One of the subjects that reflect the above objectives is mathematics,
because mathematical knowledge is develop according to with the developing of
information technology, which causes the mathematics is seen as a structured and
integrated science, the science of patterns, relationships, ways of thinking,
understanding the around world, the deductive science, symbols and numerical
language. Hudojo (2005 : 65) states that mathematics as a language of symbols
which gives communical facility and it can get so much information and make a
new concept. It means symbols have benefit for intellectual efficiency since these
2
meaningful, every person have to understand idea which contain in the symbol.
That is why idea has to understand ahead before it is symbolized and mathematics
is universal and can be understood by anyone, anytime and anywhere. As noted
Cockroft (in Abdurrahman, 2003:253) argued the importance of students learning
mathematics:
Matematika perlu diajarkan kepada siswa karena : (1) Selalu digunakan dalam kehidupan sehari-hari; (2) semua bidang studi memerlukan keterampilan matematika yang sesuai; (3) merupakan sarana komunikasi yang kuat, singkat dan jelas; (4) dapat digunakan untuk menyajikan informasi dalam berbagai cara; (5) meningkatkan kemampuan berpikir logis, ketelitian, dan kesadaran keruangan, dan; (6) memberikan kemampuan terhadap usaha memecahkan masalah yang menantang.
Therefore, students need to have mathematics knowledge to facing in the
future. But in reality there are many students in every level of education considers
mathematics as a difficult subject, not a pleasant subject, and often lead to a
variety of complex problems to solved, until have the impact in the low students’
learning result. In the process of mathematics learning, the teacher focuses the
students to remember "methods" that is taught in solving the problem than
stimulating the students to construct their own knowledge. Almost students never
given the opportunity by the teacher to understand the rational behind the
formulas are given to them. As a result, the knowledge gained by the students not
understanding, they are confusion when confronted with different problems with
the examples given of their teachers.
In the curriculum2006 has been formulated five skill or proficiency
expected in the learning of mathematics, namely, (1) learn for communicating, (2)
learn for reasoning, (3) learn for problem solving, (4) learn to connecting the idea,
and (5) establishment of a positive nature to mathematics. The above relates to
opinions about the importance of communication in learning mathematics,
communication is not only used in science but also in the overall use of
mathematics learning activities.
Communication is one of the important objectives in the learning of
mathematics. The process of communication is helping students to build ideas,
3
environment. Mathematical communication is one of the important competencies
that should be developed at every mathematical topic. According to Guerreiro (in
Izzati and Suryadi, 2010) mathematical communication are tools in the
Mathematics (NCTM) revealed that mathematical communication ability need to
be established so that students can: (1) reflecting in thinking about mathematical
ideas in a variety of situations, (2) modeling the situation with oral, written,
graphic images and algebraically, (3) developing an understanding of
mathematical ideas, including the definition of the role of mathematics in a variety
of situations, (4) using the skills of reading, listening and writing, interpret and
evaluate mathematical ideas, (5) reviewing the mathematical ideas through
conjecture and convincing reasons, (6) understanding the value of math notation
and role in the development of mathematical ideas.
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.
Baroody (in Ansari, 2009:4) mentions at least two important reasons why
communication in learning mathematics should be cultivated among the students.
First, mathematics is essentially a language for mathematics it self. 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
4
Everyone in the world can use it to communicate mathematical
information although their have the different original language. Second, the
learning and teaching of mathematics is a social activity that involves at least two
parties, namely the teachers and students. In the learning and teaching process, it
is imperative that express thoughts and ideas to others through language. Basically
the exchange of thoughts and ideas is a process of teaching and learning. Of
course, communicating with peers is very important for the development of
communication skills so that they can learn to think like a mathematician and
managed to solve the problem that is really new.
According to Kosko & Wilkins ( 2010 )
Communication is an essential part of mathematics and mathematics education ( NCTM, 2000:60 ). Both writing and discussion are seen as integral parts of communication that promote deeper understanding of concepts. Writing is seen as a way for individuals to reflect on or explain in detail certain mathematical ideas. It helps students to articulate strategies, therefore increasing their procedural knowledge and producing cognitive benefits in general. Discussion between students is another avenue in deepening understanding of concepts through social interaction. It enables students to reflect upon concepts through interactions with others engaged in the same activity as well as allow students to become familiar with certain ways of describing mathematics while they are doing mathematics- therefore providing students opportunities to become more knowledgeable.
But in reality, the mathematics learning activities still found that when
students are given written assignments, students always try to jump start writing
answers. Although it is not something wrong, but it would be more meaningful if
the students do the first activity such that think, reflect and develop ideas, and to
test the ideas before starting to write.
Based on field observation is conducted by Ansari toward tenth grade
students in several high schools in Nanggroe Aceh Darusalam show that the
average of students’ communication ability to convey information such as
conveying ideas, asking questions, and responding to questions from other
people's opinions.
The low mathematical communication ability of students can also take a
5
by the researcher to give a diagnostic test as many as two description question, it
is clear that many students are not able to resolve the question.
1. Budi has a park with the area of 180 m2 behind his house, in the middle
of the park there is a fish pond. The distance east side of the pond with
the east side of the park is 2m and the distance of the south side of the
pond to the south side of the park is 3m. The length of the pool is 5m
longer than the width.
a. Create picture based on the problem
b. Make a mathematics model to determine the area of Budi’s fish pond
c. What is the area of Budi’s fish pond
This is one of student’s work results that illustrating students have not be
able to express mathematics ideas contained in a question into the picture.
Students are not able to write about the situation into images.
Figure 1.1. Mistaken work to expressed mathematics ideas into picture This is one of the student’s answer who have not been able to illustrate a
picture into a mathematics model.
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The analysis showed that from 25 students who take the diagnostic test,
which is the complete categorize with scored 2,66, 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.
and test these ideas before students are asked to write.
From the description above is so important to explain the meaning of the
role of education to improve students’ mathematic communication ability. In
connection with the above problems, researcher interested in conducting research
entitled "Increasing of Students Mathematical Communication Ability by Using
Think-Talk-Write (TTW) model in Quadrilateral of Grade VII at SMP Negeri 1
Onan Ganjang".
1.2. Problem Identifications
Based on the background above, the problem becomes identifying a
problem in this study are:
1.Students having difficulty to completing the new question or different
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2.The students’ mathematical communication ability is still low.
3.Think-Talk-Write (TTW) model does not use in the school yet.
4.Usually students’ activity is passive.
5.Students’ interest in math is less
1.3. Limitation of The Problems
Based on background and problems identification above, it needs
problems limitation to be more focused. Researcher limits the problems only in:
1. The increasing of students’ mathematical communication ability by
using Think-Talk-Write in quadrilateral of grade VII at SMP Negeri 1
Onan Ganjang academic year 2014/2015.
2. In learning process the students’ activity tend to be passive.
3. Students’ response who not interest in mathematics lesson.
1.4. Problem Formulations
The problems formulation of this research are:
1. Does students’ mathematical communication ability increase after
learning with Think-Talk-Write cooperative learning in topic
quadrilateral?
2. How the students’ activity with TTW leaning model?
3. How the students’ response with TTW learning model?
1.5. Research Objectives
In accordance with the formulation of the problem above, the expected
goal of this study are:
1. To determine the improvement of students' mathematical
communication ability after participating in cooperative learning
think-talk-write the material quadrilateral.
2. To describe how students’ activity with TTW learning model.
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1.6. Result Benefits
After doing this research study is expected to provide benefits for all
people, including:
1. For Teacher : 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.
2. For Students : Able to develop the students’ communication ability.
3. For Researcher : a. From problem solution will get new learning model
to increase srudents’ mathematical communication
ability.
b. Get experience and knowledge by doing
research in applying in mathematics concept.
c. As information and reference for researcher to teach
next time.
1.7. Defenition of Operational
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. Mathematical Communication
Mathematical communication consists of two aspects, namely oral
communication (talking) and written communication (writing).
Talking, such as reading, listening, discussing, explaining, and sharing.
While writing, such as expressing mathematical ideas in a real-world
phenomenon through graph,/figure, table, algebraic equation, or with daily
language (written words).
2. Mathematical Communication Ability
Mathematical communication ability referred to in this research is the
ability of students to write the situation or mathematical idea into picture,
illustrate the mathematical idea in mathematical model, explain the
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3. Cooperative learning model Think-Talk-Write is a learning model into
action, there are several parts:
a. Think, that the activities of students in reading the text and then make
little notes in their own words containing teaching materials they read.
b. Talk, which allow the exchange of student activities (discussions) with
each group about the little notes that they discussed.
c. Write, write down the results of which activities students construct
their knowledge at the same discussion on the student activity sheet
that has been available.
4. Students’ activity are the activities performed by students during the
learning process and observed by two observers and measured based on
the achievement of the ideal time include: (1) listening, pay attention to the
teacher's explanation, (2) reading / understanding the contextual problem
in SAS, (3) resolve the problem / find a way and the answer to the
problem, (4) writing the problem solution, summarize and conclude a
procedure / concept, (5) demonstrate the results / presentation, (6)
discussing / asking to friends / asking to teacher, (7) making conclusion of
a procedure / concept, (8) writing the things that are relevant to the
learning process, (9) activities that are not relevant with learning process.
5. Students’ response questionnaires are used to determine students' opinions
or comments to TTW learning. The questionnaire will be given to students
and filled after learning, include: students' opinion on the subject matter
component, SAS, students’ books, how to learn and how the teachers
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
1. Learning model by using Think-Talk-Write (TTW) can increasing students'
mathematical communication ability, especially in solving mathematical
problems of quadrilateral from the first cycle to the second cycle. In the
second cycle teachers have been able to maintain and increase the
implementation of teaching and learning activities with the application of
the Think-Talk-Write (TTW) and increase the weaknesses of students in
cycle I. Through Think-Talk-Write (TTW) learning model, the results of
tests of students’ mathematical communication ability in particular on the
subject of quadrilateral has increased. It can be seen from the increase in the
average value of each indicator writing situation or mathematical idea in to
picture by 0.72; illustrating the mathematical ideas in mathematical models
is 1.66; explaining the procedures of solution is 1.73. Likewise, the number
of students who have reached a value 2.66 increased by 68% and the gain
normalized index is 0.77.
2. Learning by using Think-Talk-Write (TTW) learning model can make
students’ activity be in active category.
3. Learning by using Think-Talk-Write (TTW) learning model can make
students’ response be in positive response in the learning process.
5.2. Suggestion
Based on these results, the writer propose some suggestions for learning
mathematics, especially in secondary schools, namely:
1. For mathematics teachers, in learning process were suggested to applicate
students centered learning. Meanwhile if teacher wants to measure students’
mathematical communication ability were suggested to using
Think-Talk-Write (TTW) learning model as part of efforts to increase students'
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mathematical communication ability and learning outcomes,
Think-Talk-Write (TTW) learning model can also stimulate the activity of students
during learning process and can help students in forming a positive response
to the learning of mathematics. Therefore this kind of learning is
recommended to be developed further on mathematical topics and different
levels of education.
2. To the students of SMP Negeri 1 Onan Ganjang particularly for the students
who have low mathematical communication ability to do practice, reading
and be confidence to communicate mathematical ideas both orally and in
writing in mathematics.
3. To the researchers, expected to use the research result as comparison matter
and to implement Think-Talk-Write (TTW) learning model in the other
topic. For researchers who want to measure students’ activity and responses
were suggested to use the other media such as photos and videos. More
98
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