MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS DAN SELF-CONFIDENCE MELALUI PEMBELAJARAN CONCRETE-REPRESENTATIONAL-ABSTRACT (CRA) PADA SISWA SEKOLAH MENENGAH PERTAMA

摘要

Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan representasi matematis dan self-confidence siswa SMP melalui pembelajaran Concrete-Representational-Abstract (CRA). Penelitian ini menggunakan metode kuasi eksperimen dengan desain pretest and posttest nonequvallent control group. Populasi pada penelitian ini adalah seluruh siswa SMP Negeri 16 Mukomuko dan sampel dipilih secara purposive sampling sehingga diperoleh 2 kelas sebagai kelas eksperimen dan kelas kontrol. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan representasi matematis dan angket self-confidence. Hasil analisis menunjukkan bahwa: 1) Peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran Concrete-Representational-Abstract (CRA) lebih tinggi daripada siswa yang memperoleh pembelajaran konvensional, 2) Tidak terdapat perbedaan peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran Concrete-Representational-Abstract (CRA) antara siswa yang memiliki kemampuan matematika awal tinggi, sedang, dan rendah, 3) Peningkatan self-confidence siswa yang memperoleh pembelajaran Concrete-Representational-Abstract (CRA) lebih tinggi daripada siswa yang memperoleh pembelajaran konvensional.;udThe aims of this study were analyzed the enhancement of mathematical representation and self-confidence through Representational Concrete-Abstract (CRA) learning in junior high school students. This study was quasi-experimental with non-equivalent control group design. The population was students of SMP Negeri 16 Mukomuko and the sample was selected using purposive sampling technique in order to obtain two classes as experimental and control class. Instruments of this study were mathematical representation test and self-confidence questionnaire. The results show that: 1) The enhancement of the mathematical representation of students who received Concrete-Representational-Abstract (CRA) learning higher than students who received conventional learning, 2) There was no difference enhancement of the mathematical representation of students who received Concrete-Representational-Abstract (CRA) learning between students with mathematical prior knowledge of high, medium, and low, 3) The enhancement on self-confidence of students who received Concrete-Representational-Abstract (CRA) learning was higher than students who received conventional learning.