Development Of Teaching Materials In Mathematical Proof Through Cooperative Learning To Develop Students’ Mathematical Communication And Disposition

摘要

This study has the main objective producing of teaching materials in mathematical proof. Through the stages of activities that have been designed, the study is expected to obtain relevant teaching material in mathematical proof to develop mathematical students’ communication and disposition. Borg dan Gall (Ghufron, 2011: 12) set out 10 steps research and development as follow: 1) research and information collecting, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination and implementation. Adapted from Borg & Gall version, the research is conducted in three phases: preparation, implementation, and refinement. The data are obtained through observation instruments such as observation sheets, video record, and lecturing activities documentations. The data analysis is done by constant comparative analysis. This analytical technique enables researchers to review data repeatedly. The observed data are analyzed by two persons separately, and then the result is discussed in routine meeting.In addition to teaching materials and assessment instruments; studies lead to the conclusions: 1) Instructional materials that are designed to be discussed in the group and should be accounted for on an individual basis, can foster students’ mathematical communication and disposition; 2) Learning climate that gives comfort to the students to think and express opinions expected to develop students’ mathematical communication and disposition; 3) Lecturer teaching style characterized by guidance toward self-regulated learning is expected to develop students’ mathematical communication and disposition