Meningkatkan Kemampuan Komunikasi Matematis Siswa Kelas XI MIPA SMA DARUL ULUM 2 UNGGULAN BPPT JOMBANG Melalui Pembelajaran Kooperatif Tipe Think Talk Write (TTW) Materi Program Linier
DOI:
https://doi.org/10.30587/didaktika.v27i1.2105Keywords:
Komunikasi Matematis, Pembelajaran Kooperatif, Tink Talk WriteAbstract
Sesuai dengan tujuan pembelajaran matematika Permendiknas no. 22 tentang standar isi nomor empat, komunikasi matematis merupakan salah satu kemampuan penting yang harus dikembangkan dalam diri peserta didik. Rendahnya kemampuan komunikasi matematis siswa disebabkan karena siswa yang cenderung menyelesaikan suatu masalah dengan meniru penyelesaian masalah yang diperagakan oleh guru ketika membahas contoh dan soal matematika serta oleh gaya guru dalam mengajar di kelas XI MIPA SMA Darul Ulum 2 Unggulan BPPT Jombang. Oleh karena itu peneliti tertarik untuk melakukan penelitian pembelajaran kooperatif tipe TTW di kelas XI MIPA SMA Darul Ulum 2 Unggulan BPPT Jombang.
Penelitian ini bertujuan untuk meningkatkan kemampuan komunikasi matematis siswa kelas XI MIPA SMA Darul Ulum 2 Unggulan BPPT Jombang melalui pembelajaran kooperatif tipe Think Talk Write (TTW). Jenis penelitian yang digunakan ialah Penelitian Tindakan Kelas (PTK) yang dilaksanakan sebanyak 2 siklus. Subyek penelitian ini adalah siswa kelas XI MIPA SMA Darul Ulum 2 Unggulan BPPT Jombang tahun ajaran 2019/2020 dengan jumlah 20 siswa. Dari penelitian yang telah dilaksanakan diperoleh hasil penelitian sebagai berikut: Nilai rata-rata tes pada siklus I sebesar 58,64 dan siklus II sebesar 68,75. Persentase ketuntasan kelas pada siklus I sebesar 27,78% dan siklus II sebesar 62,50%. Hal ini menunjukkan bahwa kemampuan komunikasi matematis siswa secara tertulis mengalami peningkatan namun belum mencapai indikator yang ditentukan. Skor rata-rata total kemampuan komunikasi matematis siswa secara lisan siklus I sebesar 2,43 dengan kategori cukup baik dan siklus II sebesar 2,98 dengan kategori baik. Hal ini menunjukkan bahwa kemampuan komunikasi matematis siswa secara lisan mengalami peningkatan dan sudah mencapai indikator yang ditentukan. Skor rata-rata total hasil pengamatan KBM siklus I sebesar 2,70 dengan kategori baik dan siklus II sebesar 3,15 dengan kategori baik. Hal ini menunjukkan bahwa kemampuan guru dalam menerapkan pembelajaran kooperatif tipe think talk write (TTW) mengalami peningkatan dan sudah mencapai indikator yang ditentukan. Pembelajaran kooperatif tipe Think Talk Write (TTW) mampu meningkatkan kemampuan komunikasi matematis siswa namun peningkatannya belum optimal.
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