MODEL PEMBELAJARAN COOPERATIVE TIPE MEANINGFUL INSTRUCTIONAL DESIGN (MID) TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIK PESERTA DIDIK SMA

Ati Suryati, Rianti Cahyani

Abstract


The problem in the present study was the low level of comprehension mathematic  concept students. The alternative learning can be applied to improve the comprehension mathematic  concept students is a cooperative model type of Meaningful Instructional Design (MID). The purpose of research to know the effect of type Cooperative MID models to increase of the comprehension mathematic  concept students and know a student response learning mathematics model of type Cooperative MID. The method in this research is quasi-experimental, with pretest-posttest control group design. The experiment was conducted in SMA Negeri 1 Ciparay. The population in this study were all students of class X SMA Negeri 1 Ciparay. The samples are students of class X MIPA as an experimental class 1 and class 2 X MIPA as the control class. Experimental class treatment model MID Cooperative type and control class treatment with models Problem-Based Learning. The instrument were a test mathematic concepts and questionnaires. The study concluded of comprehension that the model of Cooperative type MID give a positive effect to increase of comprehension mathematic concepts students. Student give a positive response to the study of mathematics by using models of type Cooperative MID.The problem in the present study was the low level of comprehension mathematic  concept students. The alternative learning can be applied to improve the comprehension mathematic  concept students is a cooperative model type of Meaningful Instructional Design (MID). The purpose of research to know the effect of type Cooperative MID models to increase of the comprehension mathematic  concept students and know a student response learning mathematics model of type Cooperative MID. The method in this research is quasi-experimental, with pretest-posttest control group design. The experiment was conducted in SMA Negeri 1 Ciparay. The population in this study were all students of class X SMA Negeri 1 Ciparay. The samples are students of class X MIPA as an experimental class 1 and class 2 X MIPA as the control class. Experimental class treatment model MID Cooperative type and control class treatment with models Problem-Based Learning. The instrument were a test mathematic concepts and questionnaires. The study concluded of comprehension that the model of Cooperative type MID give a positive effect to increase of comprehension mathematic concepts students. Student give a positive response to the study of mathematics by using models of type Cooperative MID.Keywords : Cooperative type MID models , comprehension of mathematic concepts and response students.

Keywords


Cooperative type MID models , comprehension of mathematic concepts and response students.

Full Text:

Untitled

References


Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Yogyakarta: Rineka Cipta.

Depdiknas. (2006). Kurikulum Tingkat Satuan Pendidikan. Jakarta: Depdiknas.

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2013d). Salinan Peraturan Mentri Pendidikan dan Kebudayaan Republik Indonesia Nomor69 Tahun 2013. Jakarta: Kemendikbud RI.

Shoimin, A. (2014). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Ar-Ruzz Media.

Sritresna, T. (2015). Meningkatkan Kemampuan Koneksi MAtematis Siswa melalui Model Pembelajaran Cooperative-Meaningful Instructional Design (C-MID). Vol 5 No. 1. April 01, 2015. [Online]. Tersedia:http://jurnalmtk.stkip-garut.ac.id/data/edisi5/vol1/teni.pdf. [ 26 Desember 2015]

Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.

Soemarmo, U. (2014). Penilaian Pembelajaran Matematika. Bandung: Reflika Aditama.

Susanto, A. (2013). Teori Belajar dan Pembelajaran. Yogyakarta: Kencana Perdana Media Goup.

Uyanto, S. S. (2009). Pedoman Analisis Data dengan SPSS (Edisi 3). Jakarta: Graha Ilmu.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 (UJMES) Uninus Journal of Mathematics Education and Science