THE DI FFERENCE OF STUDENT’S MATHEMATI CAL COMMUNICATION ABILITY TAUGHT BY COOPERATIVE
LEARNING MODEL THINK-TALK-WRITE TYPE WITH NUMBERED HEAD TOGETHER TYPE AT
SMP NEGERI 1 LUBUK PAKAM
by:
Meiva Marthaulina IDN 4103312019
Mathematics Education Study Program
Thesis
Submitted in Fulfilment of The Requirements for Degree of Sarjana Pendidikan
DEPARTMENT OF MATHEMATICS FACULTY OF MATHEMATICS AND SCIENCE
STATE UNIVERSITY OF MEDAN MEDAN
The Difference of Student’s Mathematical Communication Ability Taught by Cooperative Learning Model Think–Talk–Write Type with Numbered Head
Together Type at SMP Negeri 1 Lubuk Pakam
Meiva Marthaulina Lestari Siahaan (IDN 4103312019) ABSTRACT
The research method was quasi experiment. The purpose of this research was to know whether any difference in student’s mathematical communication ability in cooperative learning Think–Talk–Write (TTW) type with Numbered Head Together (NHT) type.
The population of this research was all students at SMP Negeri 1 Lubuk Pakam. The sample was two classes which each consist of 36 students, VII A as experimental class I which taught by cooperative learning model type TTW and VII B as experimental class II which taught by cooperative learning model type NHT. The sample was taken by cluster random sampling. Collecting data technique of this research was mathematical comunication ability test that was given in the end of learning either in experimental class I or experimental class II. The type of this test was essay test.
Before doing hypothesis test, it would be done normality and homogeneity test beforehand. From the result of those tests, sample was taken from normal distributed and homogeneous variance. From the data analysis of each of experimental class were obtained that the average of posttest score in TTW classroom is higher than in NHT classroom. It was also obtained that score of mathematical communication indicators in TTW classroom is higher than in NHT classroom. From the data analysis of posttest score by using t-test with significance level α = 0.05, then it was obtained that tcalculated = 4.687 and ttable = 1.667. It means that tcalculated > ttable then H0 is rejected and Ha is accepted.
CONTENTS
Page
Authentication Sheet i
Biography ii
Abstract iii
Preface vi
Table of 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 9
1.3 Problem Formulation 9
1.4 Problems Limitation 9
1.5 The Objective of Research 9
1.6 The Benefit of Research 10
1.7 Operational Definition 10
CHAPTER II LITERATURE REVIEW 12
2.1 Communicating Process as Medium for Learning Mathematics 12
2.2 Mathematical Communication Ability 12
2.2.1 The Aspect of Communication 15
2.2.2 The Factors of Mathematical Communication 16
2.3 Cooperative Learning Model 17
2.3.1 The Definition of Cooperative Learning 17
2.3.2 The Eminent Thinking of Cooperative Learning 18
2.3.3 The Result of Cooperative Learning 19
2.3.5 The Steps of Cooperative Learning Model 20
2.3.6 Variation in Cooperative Learning 20
2.3.7 Cooperative Learning Model TTW Type 22
2.3.8 Cooperative Learning Model NHT Type 23
2.3.9 Constructivism Theory 24
2.4 Relevant Research 25
2.5 Conceptual Framework 25
2.6 Hypothesis 27
CHAPTER III RESEARCH METHOD 28
3.1 Place and Time of Research 28
3.2 Population and Sample 28
3.3 Variable and Instrument of Research 28
3.3.1Variable of Research 28
3.3.2 Instrument of Research 29
3.4 Design of Research 34
3.5 Technique of Collecting Data 35
3.6 Technique of Data Analysis 37
3.6.1 Normality Test 37
3.6.2 Homogeneity Test 37
3.6.3 Hypotheses Test 38
CHAPTER IV RESULT AND DISCUSSION
4.1 The Description of Research Result 39
4.1.1 The Score of Mathematical Communication Ability Test 39 4.1.2 The Description of Student’s Mathematical Communication Ability 40 4.2 The Analysis Data of Research Result 42
4.2.1 Normality Test 42
4.2.2 Homogeneity Test 42
4.3 Research Discussion 45
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion 48
5.2 Suggestion 48
LIST OF TABLE
Page
Table 2.1 The Syntax of Cooperative Learning Model 20
Table 2.2 The Comparison of Approach to Cooperative Learning 21
Table 3.1 The Blueprint of Mathematical Communication Ability
Test 30
Table 3.2 The Criteria of Giving Score of Mathematical
Communication Ability Test 31
Table 3.3 Scoring Guideline of Mathematical Communication
Ability Test 32
Table 3.4 Classification of Validity Interpretation 33
Table 3.5 The Result of Problem Validity 33
Table 3.6 Classification of Reability Interpretation 34
Table 4.1 Data of Mathematical Communication Ability Test
in Both of Experimental Class 39
Table 4.2 Mean of Mthematical Communication Ability Indicators 41
Table 4.3 The Result of Normality Test of Mathematical
Communication Ability Score in Both of Experimental Class 42
Table 4.4 The Result of Homogenity Test of Mathematical
Communication Ability Score in Both of Experimental Class 43
Table 4.5 The Result of Hypotheses Test 43
LIST OF FIGURE
Page
Figure 1.1 Student’s Answer for The First Problem 4
Figure 1.2 Student’s Answer for The Second Problem 5
Figure 1.3 The Third Problem of Observation Test 5
Figure 1.4 Student’s Answer for The Third Problem 6
Figure 2.1 The Result which obtained by Students Cooperative Learning 19
Figure 3.1 Procedure of Research 36
Figure 4.1 The Diagram of Mathematical Communication Ability
Test in Both of Experimental Class 40
Figure 4.2 The Diagram of Student’s Mathematical Communication
39
CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
Based on the result of research and discussion can be concluded that there is
difference of student’s mathematical communication ability which taught by
cooperative learning model TTW type (experimental class I) with NHT type
(experimental class II) at SMP Negeri 1 Lubuk Pakam. The three indicators of
mathematical communication ability at class which taught by cooperative learning
model type TTW is higher than class which taught by cooperative learning model
type NHT. For indicator the ability of stating mathematical problem into
mathematical model and solving it, student taught by cooperative learning model
TTW type is higher than student taught by cooperative learning model NHT type.
For indicator the ability of explaining mathematical problem into figure, student
taught by cooperative learning model TTW type is higher than student taught by
cooperative learning model NHT type. For indicator the ability of explaining
problem situations by own words and doing calculation , student taught by
cooperative learning model TTW type is higher than student taught by
cooperative learning model NHT type.
5.2 Suggestion
Based on research that has been done, mathematics teachers are suggested to
use cooperative learning model type TTW or NHT as learning model alternative in improving student’s mathematical communication ability. Based on communication aspect that will be achieved, cooperative learning model TTW
type is more effective than cooperative learning NHT type because the syntaxes of
49
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