Meningkatkan Kemampuan Komunikasi Matematis Siswa dengan Implementasi Model Pembelajaran Missouri Mathematics Project (MMP)
Abstract
One of the goals of mathematics learning is that students can develop communication skills (Permen Number 22 of 2006). MMP model is one model that can improve student’s mathematical communication skills. Based on this, a research was conducted on the implementation of the MMP learning model with the aim to describe student learning activities in mathematics learning using the MMP learning model and to describe mathematical communication skills in mathematics learning after using the MMP learning model. The research method is descriptive. Population in this research were all students of class XI of SMK YP Gajah Mada Palembang in the 2018/2019 and the samples of this research were students of class XI TKRO 3. Data collection techniques using documentation, observation and test techniques. The data obtained were analyzed using descriptive statistical techniques namely average and percentage. The results showed that the learning activities of students in learning mathematics using the MMP model in class XI TKRO 3 were in the good category. Mathematical communication skills of students in learning mathematics after using the MMP learning model in class XI TKRO 3 are in the good category.
Key word: MMP Model learning, communication mathematics skill
References
Nufus, H., Wira, C., & Kurniati, A. (2019). Pengaruh Penerapan Model Learning Cycle 7E terhadap Kemampuan Pemecahan Masalah Matematis ditinjau berdasarkan Kemandirian Belajar Siswa SMPN 31 Pekanbaru. JURING (Journal for Research in Mathematics Learning), 2(3), 199-210. http://dx.doi.org/10.24014/juring.v2i3.7730
Bistari. (2010). Pengembangan Kemandirian Belajar Berbasis Nilai untuk Meningkatkan Komunikasi Matematik, Jurnal Pendidikan Matematika dan IPA. 1 (1), 11-23.
Hidayah, A., & Aulia, I. (2015). Penerapan Model Pembelajaran Missouri Mathematics Project (MMP) terhadap Kemampuan Pemecahan Masalah Siswa di SMP. EDU-MAT: Jurnal Pendidikan Matematika, 3(1). http://dx.doi.org/10.20527/edumat.v3i1.629
Kurniasari, I. (2014). Keefektifan Model Pembelajaran MMP dengan Langkah Pemecahan Masalah Polya terhadap Kemampuan Berpikir Kreatif Siswa Kelas VII. Unnes Journal of Mathematics Education, 3(2), 145-150.
https://doi.org/10.15294/ujme.v3i2.4478
Kusumah, Wijaya & Dedi. (2010). Mengenal Penelitian Tindakan Kelas. Jakarta: PT. Indeks.
NTCM, (2000). Principles and Standars for School Mathematics.
Elida, N. (2012). Meningkatkan Kemampuan Komunikasi Matematik Siswa Sekolah Menengah Pertama Melalui Pembelajaran Think-Talk-Write (TTW). Infinity Journal, 1(2), 178-185.
https://doi.org/10.22460/infinity.v1i2.p178-185
Permendiknas. (2006). Lampiran Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 tahun 2006 tentang Standar Isi. Jakarta : BSNP.
Rosyid, A., & Umbara, U. (2018). Implementasi Model Pembelajaran Missouri Mathematics Project Berbantuan GeoGebra untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa SMP. SJME (Supremum Journal of Mathematics Education), 2(2), 84-89. DOI: http://doi.org/10.5281/zenodo.1405926
Shadiq, Fajar. (2009). Model-model Pembelajaran Matematika SMP. Departemen Pendidikan Nasional Direktorat Jenderal Peningkatan Mutu Pendidik dan Tenaga Kependidikan Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (P4TK) Matematika.
Sudjana, N. (2005). Metode Statistika. Bandung: Tarsito, 168.
Suprihatiningrum, Jamil. (2013). Strategi Pembelajaran. Yogyakarta: Ar-Ruzz Media.
Wardhani, S dan Rumiati. (2011). Instrumen Penilaian Hasil Belajar Matematika SMP; Belajar dari PISA dan TIMSS. Yogyakarta: Kemdiknas, P4TK Matematika.
Widyantini, T. (2012). Penerapan Model Pembelajaran Langsung dalam Mata Pelajaran Matematika SMP/MTs. Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK) Matematika.
