出版社：Program Studi Pendidikan Matematika Program Pascasarjana Universitas Negeri Yogyakarta
摘要：Penelitian ini bertujuan untuk menguji dan mendeskripsikan keefektifan model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa SMP kelas VIII. Penelitian ini adalah penelitian kuasi eksperimen dengan nonequivalen pretest-postest control-group design . Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 26 Banjarmasin tahun ajaran 2020/2021. Pengambilan sampel dilakukan secara acak ( simple random sampling ) sehingga diperoleh kelas VIII B sebagai kelas eksperimen ( n = 14) dan kelas VIII D sebagai kelas kontrol ( n = 18). Pengumpulan data dilakukan melalui tes kemampuan koneksi matematis, kemampuan representasi matematis, dan angket kepercayaan diri siswa. Analisis data dilakukan secara deskriptif dan inferensial (α = 0,05). Hasil penelitian menunjukkan bahwa model pembelajaran CORE dengan pendekatan saintifik tidak efektif ditinjau dari kemampuan koneksi matematis, kemampuan representasi matematis, dan kepercayaan diri siswa. Namun demikian, model pembelajaran CORE dengan pendekatan saintifik lebih unggul daripada pembelajaran dengan pendekatan saintifik ditinjau dari kemampuan koneksi matematis siswa.
其他摘要：This study aimed to examine and describe the effectiveness of the CORE (Connecting, Organizing, Reflecting, Extending) learning model in terms of the mathematical connection skills, mathematical representation skills, and self-confidence of eighth-graders. This study was a quasi-experimental study with a nonequivalent pretest-posttest control-group design. The population was all eight graders of junior high school, namely SMP Negeri 26 Banjarmasin, Indonesia, in the academic year of 2020/2021. Sampling was carried out randomly so that class VIII B was selected as the experimental group (n = 14) and class VIII D as the control group (n = 18). The data was collected through tests of mathematical connection skills, mathematical representation skills, and student’s self-confidence questionnaires. Data were analyzed descriptively and inferentially (α = 0.05). The results revealed that the CORE learning model with a scientific approach was ineffective in terms of students’ mathematical connection, representation skills, and self-confidence. However, the CORE learning model with a scientific approach was better than the scientific approach learning in terms of students’ connection skills.
