Main Article Content

Abstract

The objective of this research is to analysing the different on upgrade the student’s math representation that obtained the guided inquiry learning and conventional learning. This research conducted by applying experiment method with nonequivalent control group design at one school. Which becoming research subject are students of Dharma Karya UT Middle School at 8th Grade. 8-2 class selected as control class (19 students) and 8-3 class selected as experiment class (20 students). Before and after learning process, two classes given the test of math representation with reliability is 0.70 (high category). The magnitude of the increasing in students’ math representation student group of guided inquiry learning group is 0.41 included as medium category. Meanwhile, the increasing students’ math representation student group of conventional learning is 0.26 included as low category. In conclusion, the hypothesis of the ability of the mathematical representation of students who learning with guided inquiry is better than students with conventional learning is accepted.

Keywords

Guided Inquiry Learning Math Representation

Article Details

References

  1. Afgani, A. S. J., & Sutawijaya, A. (2011). Pembelajaran Matematika. Jakarta: Universitas Terbuka.
  2. Alhadad, S. F. (2010). Meningkatkan Kemampuan Representasi Multipel Matematis, Pemecahan Masalah Matematis, dan Self Esteem Siswa SMP melalui Pembelajaran dengan Pendekatan Open Ended (Doctoral dissertation, Universitas Pendidikan Indonesia).
  3. Anastasiadou, S. D. (2008). The Role of Representations in Solving Statistical Problems and the Translation Ability of Fifth and Sixth Grade Students. International Journal of Learning, 14(10), 125-132.
  4. Ayalon, M., & Even, R. (2010). Mathematics Educators’ views on the Role of Mathematics Learning in Developing Deductive Reasoning. International Journal of Science and Mathematics Education, 8(6), 1131-1154.
  5. Dahar, R. W. (1988). Teori-teori belajar. Departmen Pendidikan dan Kebudayaan, Direktorat Jenderal Pendidikan Tinggi, Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan.
  6. Gani, R. A. (2007). Pengaruh Pembelajaran Metode Inkuiri Model Alberta terhadap Kemampuan Pemahaman dan Pemecahan Masalah Matematika Siswa Sekolah Menengah Atas. (Doctoral dissertation, Universitas Pendidikan Indonesia).
  7. Gani, W. (2011). Pembelajaran Inkuiri. Available at: http://widodoalgani. blogspot. com/2011/09/pembelajaran-inkuiri. html [25 April 2012]..
  8. Goldin, G., & Shteingold, N. (2001). Systems of Representations and the Development of Mathematical Concepts. The Roles of Representation in School Mathematics, 2001, 1-23.
  9. Goldin, G. A. (2002). Representation in Mathematical Learning and Problem Solving. Handbook of International Research in Mathematics Education, 197-218.
  10. Hudojo, H. (1988). Mengajar belajar matematika. Jakarta: Depdikbud.
  11. Ozyildirim, F., Ipek, S., & Akkus, O. (2009). Seventh Grade Student's Translational Skills Among Mathematical Representations. International Journal of Learning, 16(3), 197-206.
  12. Sugiyono, D. (2011). Metode Penelitian kuantitatif, kualitatif dan kombinasi (Mixed Methodes). Bandung: Alfabeta.
  13. Suryadi, D. (2005). Penggunaan Pendekatan Pembelajaran Tidak Langsung serta Pendekatan Gabungan Langsung dan Tidak Langsung dalam rangka Meningkatkan Kemampuan Berpikir Matematik Tingkat Tinggi Siswa SLTP (Doctoral dissertation, Universitas Pendidikan Indonesia).
  14. Trianto, M. P. (2009). Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana.
  15. Wardani, S. (2009). Pembelajaran Inkuiri Model Silver untuk Mengembangkan Kreativitas dan Kemampuan Pemecahan Masalah Matematik Siswa Sekolah Menengah Atas. (Doctoral dissertation, Universitas Pendidikan Indonesia).