Model Pembelajaran Somatic, Auditory, Visual, Intellectual untuk Kemampuan Pemahaman Matematis Siswa SMK
DOI:
https://doi.org/10.31980/plusminus.v2i3.1122Keywords:
Kemampuan Pemahaman Matematis, Model Pembelajaran, Somatic, Auditory, Visual, IntellectualAbstract
Proses pembelajaran yang disajikan guru dipandang belum merangsang siswa untuk mengoptimalkan seluruh indra yang dimilikinya. Perlu model/strategi pembelajaran yang mampu mengoptimalkan seluruh indra siswa sehingga proses pembelajaran lebih optimal yang berdampak terhadap optimalnya pemahaman siswa. Penelitian ini merupakan penelitian kuantitatif, kuasi eksperimen, pretest-posttest control group design, dimana populasinya adalah siswa kelas X di salah satu SMK di Bandung, dan dengan menggunakan teknik purposif sampling maka diperoleh sampel kelas X AKL 2 dan X AKL 3. Kelas X AKL 2 sebagai kelas eksperimen dan X AKL 3 sebagai kelas kontrol. Metode penelitian adalah metode eksperimen dengan menggunakan uji independent sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran Somatic, Auditory, Visual, Intellectual berpengaruh terhadap kemampuan pemahaman matematis siswa di SMK; dan model pembelajaran Somatic, Auditory, Visual, Intellectual memiliki pengaruh yang lebih baik dibandingkan dengan model pembelajaran konvensional dalam meningkatkan kemampuan pemahaman matematis siswa SMK.
The learning process presented by the teacher is seen as not stimulating students to optimize all their senses. Learning models/strategies are needed that can optimize all of the student's senses so that the learning process is more optimal which has an impact on optimal student understanding. This research is a quantitative, quasi-experimental, pretest-posttest control group design, where the population is students of class X at an SMK in Bandung, and by using a purposive sampling technique, samples of class X AKL 2 and X AKL 3 are obtained. Class X AKL 2 is the experimental class and X AKL 3 is the control class. The research method is an experimental method using an independent sample t-test. The results showed that the Somatic, Auditory, Visual, and Intellectual learning models affected students' mathematical understanding abilities in SMK; and Somatic, Auditory, Visual, and Intellectual learning models have a better effect compared to conventional learning models in improving the mathematical understanding abilities of SMK students.
References
Achmad, W. (2021). Citizen and Netizen Society: The Meaning of Social Change from a Technology Point of View. Jurnal Mantik, 5(3), 1564-1570.
Armusewicz, K. (2022). Perceptions of Teachers & Parents on Creativity in Schools: A Business Solution to Support Student Creativity Through Adult Training.
Deshmukh, S. R. (2020). Social realities of higher education in the age of uncertainties. Smart Moves Journal IJELLH, 8(4), 279-289.
Febriyani, A., Hakim, A. R., & Nadun, N. (2022). Peran Disposisi Matematis terhadap Kemampuan Pemahaman Konsep Matematika. Plusminus: Jurnal Pendidikan Matematika, 2(1), 87-100.
Hanif, M. (2020). The Development and Effectiveness of Motion Graphic Animation Videos to Improve Primary School Students' Sciences Learning Outcomes. International Journal of Instruction, 13(3), 247-266.
Hidayat, P. A., & Nuraeni, R. (2022). Kemampuan pemahaman matematis siswa smp pada materi perpangkatan dan bentuk akar secara daring pada masa pandemi covid-19 di desa jayaraga. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 1(2), 183-192.
Lestari, I., & Luritawaty, I. P. (2021). Peningkatan Kemampuan Pemahaman Konsep Matematis Siswa dengan Model Think Pair Share dan Problem Based Learning. Plusminus: Jurnal Pendidikan Matematika, 1(2), 353-362.
Meier, D. (2002). The Accelerated Learning Handbooks: Panduan Kreatif dan Efektif Merancang Program Pendidikan dan Pelatihan. Bandung: Kaifa.
Masfufah, R., & Afriansyah, E. A. (2021). Analisis kemampuan literasi matematis siswa melalui soal PISA. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 291-300.
Nancekivell, S. E., Shah, P., & Gelman, S. A. (2020). Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology, 112(2), 221.
Puriwat, W., & Tripopsakul, S. (2021). The impact of e-learning quality on student satisfaction and continuance usage intentions during covid-19. International Journal of Information and Education Technology, 11(8), 368-374.
Purnomo, B. W., & Sari, A. F. (2021). Literasi Matematika Siswa IPS dalam Menyelesaikan Soal PISA Konteks Saintifik. Mosharafa: Jurnal Pendidikan Matematika, 10(3), 357-368.
Qurohman, M. T., Danuri, D., & Nuryadi, N. (2022, November). The Influence of SAVI Problem Based and Mathematical Disposition on the Student Achievement of SMK Dinamika Tegal City. In Tegal International Conference on Applied Social Science & Humanities (TICASSH 2022) (pp. 197-203). Atlantis Press.
Rahlan, I., & Sofyan, D. (2021). Kemampuan Representasi dan Disposisi Matematis Siswa Melalui CTL dan SAVI. Plusminus: Jurnal Pendidikan Matematika, 1(3), 493-504.
Ridia, N. S., & Afriansyah, E. A. (2019). Perbandingan Kemampuan Pemahaman Matematis Siswa melalui Auditory Intellectualy Repetition dan Student Teams Achievement Division. Mosharafa: Jurnal Pendidikan Matematika, 8(3), 515-526.
Ruseffendi, E.T. (2006). Pengantar kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran Matematika untuk Meningkatkan CBSA. Bandung: Tarsito.
Septian, A., Suwarman, R. F., Monariska, E., & Sugiarni, R. (2020, October). Somatic, auditory, visualization, intellectually learning assisted by GeoGebra to improve student’s mathematical representation skills. In Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012023). IOP Publishing.
Shatri, Z. G. (2020). Advantages and disadvantages of using information technology in learning process of students. Journal of Turkish Science Education, 17(3), 420-428.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung:
CV Alfabeta.
Sunarto, M. T., Laa, S. P. Y. O., Mahtuum, Z. A. R., Siagian, G. T., & Afrilianto, M. (2021). Meningkatkan Kemampuan Pemahaman Matematis Siswa SMP melalui Pendekatan Kontekstual. Mosharafa: Jurnal Pendidikan Matematika, 10(1), 85-94.
Susanto, A., Kustati, M., & Yusna, N. E. (2020, November). Contribution of learning model student teams achievement division in understanding mathematical concepts. In International Conference Fakultas Tarbiyah Dan Keguruan Universitas Islam Negeri Imam Bonjol Padang (pp. 209-215). Redwhite Press.
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Plusminus: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
