Electronic Theses and Dissertation

Kemampuan pemahaman matematis siswa belum seperti yang diharapkan. Hal ini disebabkan pembelajaran yang dilakukan guru tidak memperhatikan kemampuan siswa yang berbeda-beda. Strategi yang diharapkan dapat membantu siswa mencapai tujuan pembelajaran yaitu model pembelajaran Aptitude Treatment Interaction (ATI). Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan pemahaman matematis siswa yang mengikuti pembelajaran menggunakan model ATI dan peningkatan kemampuan pemahaman matematis siswa yang mengikuti pembelajaran konvensional, serta mendeskripsikan aktivitas siswa dalam mengikuti pembelajaran ATI. Penelitian ini menggunakan pendekatan Mixed Method dengan metode campuran konkuren dan strategi embedded konkuren. Sampel penelitian yaitu 51 siswa kelas VII SMPIT Al-Azhar Banda Aceh. Data kemampuan pemahaman siswa dikumpulkan melalui tes yang dilaksanakan pada akhir pembelajaran sedangkan data aktivitas siswa dikumpulkan pada saat pembelajaran ATI berlangsung dengan menggunakan lembar pengamatan aktivitas siswa. Kemampuan pemahaman matematis siswa dianalisis dengan uji-t menggunakan software SPSS versi 2.2 for windows dan deskripsi aktivitas siswa dianalisis menggunakan lembar pengamatan aktivitas siswa. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemahaman matematis siswa yang mengikuti pembelajaran menggunakan model ATI lebih baik daripada peningkatan kemampuan pemahaman matematis siswa yang mengikuti pembelajaran konvensional. Hasil penelitian juga menyatakan pada siswa berkemampuan tinggi, dari 10 aktivitas yang diamati, aktivitas yang tidak muncul adalah memperbaiki LKPD milik kelompoknya jika terdapat kekeliruan. Pada siswa berkemampuan sedang, dari 11 aktivitas yang diamati, aktivitas yang tidak muncul adalah mengobrol dan bermain-main dengan teman di kelompoknya. Pada kelompok rendah, dari 13 aktivitas yang diamati aktivitas yang tidak muncul adalah menjawab pertanyaan yang disampaikan guru pada saat apersepsi, memberikan pertanyaan/tanggapan mengenai motivasi yang disampaikan oleh guru dan memberikan pertanyaan mengenai hal-hal yang tidak dipahami pada saat guru menyampaikan materi.

Kata kunci : Kemampuan pemahaman matematis, Aptitude treatment interaction (ATI), Bentuk aljabar

The ability of students' mathematical understanding is not as expected. This is due to the learning carried out by the teacher does not pay attention to the different abilities of students. The strategy that is expected to help students achieve learning objectives is the Aptitude Treatment Interaction (ATI) learning model. The purpose of this study was to determine the increase in the mathematical understanding ability of students who took part in learning using the ATI model and the increase in the mathematical understanding ability of students who took conventional learning, as well as to describe the activities of students in participating in ATI learning. This study uses a Mixed Method approach with concurrent mixed methods and concurrent embedded strategies. The research sample was 51 class VII students of SMPIT Al-Azhar Banda Aceh. Data on students' comprehension abilities were collected through tests carried out at the end of the lesson, while student activity data was collected during ATI learning by using student activity observation sheets. The ability of students' mathematical understanding was analyzed by t-test using SPSS software version 2.2 for windows and descriptions of student activities were analyzed using student activity observation sheets. The results showed that the increase in the mathematical understanding abilities of students who took part in learning using the ATI model was better than the improvement in the mathematical understanding abilities of students who took part in conventional learning. The results of the study also stated that for students with high abilities, out of the 10 activities observed, the activity that did not appear was correcting the group's LKPD if there was a mistake. For students with moderate abilities, of the 11 activities observed, the activity that did not appear was chatting and playing with friends in their groups. In the low group, of the 13 activities observed, the activities that did not appear were answering questions submitted by the teacher during apperception, giving questions/responses regarding motivation submitted by the teacher and asking questions about things that were not understood when the teacher delivered the material. Keywords: Mathematical understanding ability, Aptitude treatment interaction (ATI), Algebraic form