EFEKTIVITAS PENDEKATAN PMR SETTING KOOPERATIF TSTS DAN TPS DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA

Abstract

Abstrak

Penelitian ini bertujuan untuk mengetahui perbandingan efektivitas pendekatan Pendidikan Matematika Realistik (PMR) dengan setting kooperatif tipe Two Stay Two Stray (TSTS) dan Think Pair Share (TPS) ditinjau dari kemampuan komunikasi matematis siswa. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain penelitian yang digunakan adalah pretest-posttest two treatment design. Populasi penelitian adalah siswa kelas VIII SMP Negeri 9 Yogyakarta yang terdiri dari enam kelas. Dari enam kelas tersebut diambil dua kelas sebagai sampel penelitian yaitu kelas VIII D yang diberi perlakuan pendekatan PMR dengan setting kooperatif tipe TSTS dan kelas VIII F yang diberi perlakuan pendekatan PMR dengan setting kooperatif tipe TPS. Instrumen yang digunakan meliputi soal tes kemampuan komunikasi matematis dan lembar observasi keterlaksanaan pembelajaran. Pengujian hipotesis menggunakan uji t dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: (1) Pendekatan PMR dengan setting kooperatif tipe TSTS efektif ditinjau dari kemampuan komunikasi matematis siswa (2) Pendekatan PMR dengan setting kooperatif tipe TPS efektif ditinjau dari kemampuan komunikasi matematis siswa; (3) Tidak terdapat perbedaan efektivitas antara Pendekatan PMR dengan setting kooperatif tipe TSTS dan TPS ditinjau dari kemampuan komunikasi matematis siswa kelas VIII SMP.

Kata kunci: Pendekatan Matematika Realistik, TSTS, TPS, Komunikasi matematis

Abstract

The objective of this study is to find out the comparison of the effectiveness of Realistic Mathematics Education (RME) approach with Two Stay Two Stray (TSTS) and Think Pair Share (TPS) cooperative setting types in terms of mathematical communication skills. This research was a quasi-experimental research which used pretest-posttest treatment designs as research design. The population of this research were the students of class VIII SMP Negeri 9 Yogyakarta which consisted of six classes. From those classes, class VIII D and VIII F were taken as the samples of the research. Based on RME approach, TSTS cooperative setting type was implemented in Class D and TPS cooperative setting type was implemented in Class F. Mathematical communication skill tests and observation sheets of the implementation of these two types of RME approach were used as the instruments. Hypothesis testing using t test with 5% significance level. The results showed that: (1) RME Approach with TSTS type was effective in terms of mathematical communication skills; (2) RME Approach with TPS type was effective in terms of mathematical communication skills; (3) There was no significant difference between the effectiveness of RME Approach with TSTS and TPS cooperative setting types in terms of mathematical communication skills of grade VIII SMP students.

Keywords: Realistic Mathematics Education (RME), Two Stay Two Stray (TSTS), Think Pair Share (TPS), Mathematical Communication