Comparing Realistic Mathematics Education and Cyclical Learning: Effects on Mathematical Communication and Reasoning Skills
DOI:
https://doi.org/10.31980/mosharafa.v14i1.2205Keywords:
Cyclical Learning Model, Mathematical Communication Skills, Mathematical Reasoning Skills, Realistic Mathematics Education, Kemampuan Komunikasi Matematis, Kemampuan Penalaran Matematis, Model Pembelajaran Siklus, Pendidikan Matematika RealistikAbstract
Penelitian kuasi-eksperimen ini bertujuan menguji perbedaan efektivitas model Realistic Mathematics Education (RME) dan Pembelajaran Bersiklus dalam meningkatkan kemampuan komunikasi dan penalaran matematis siswa. Melibatkan dua kelas eksperimen di SMP N 2 Kisaran (kelas VIII-4 dan VIII-5) yang dipilih melalui cluster random sampling, penelitian mengumpulkan data melalui instrumen tes yang kemudian dianalisis menggunakan ANOVA. Hasil penelitian menunjukkan bahwa kelompok RME mencapai performa yang secara signifikan lebih tinggi dalam kedua kemampuan dibandingkan kelompok Pembelajaran Bersiklus, dengan selisih 9,5% pada komunikasi matematis (F=4.627, p=0.03) dan 9,0% pada penalaran matematis (F=15.31, p=0.00). Temuan kunci mengungkap bahwa sementara kemampuan awal matematis tidak berinteraksi dengan model pembelajaran dalam memengaruhi komunikasi, interaksi signifikan terdeteksi pada kemampuan penalaran matematis (F=16.54, p=0.00). Kesimpulannya, model RME terbukti lebih unggul dalam mengembangkan kedua kemampuan matematis tersebut, menegaskan pentingnya pemilihan model pembelajaran yang sesuai untuk mencapai hasil belajar yang optimal.
This quasi-experimental study aims to examine the difference in effectiveness between the Realistic Mathematics Education (RME) model and Cyclical Learning in improving students' mathematical communication and reasoning skills. Involving two experimental classes at SMP N 2 Kisaran (classes VIII-4 and VIII-5) selected through cluster random sampling, the study collected data through test instruments, which were then analyzed using ANOVA. The results showed that the RME group achieved significantly higher performance in both abilities compared to the Cyclical Learning group, with a difference of 9.5% in mathematical communication (F=4.627, p=0.03) and 9.0% in mathematical reasoning (F=15.31, p=0.00). Key findings revealed that while initial mathematical ability did not interact with the learning model in influencing communication, a significant interaction was detected in mathematical reasoning ability (F=16.54, p=0.00). In conclusion, the RME model proved to be superior in developing both mathematical abilities, emphasizing the importance of selecting an appropriate learning model to achieve optimal learning outcomes.
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