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I PUTU PASEK SURYAWAN
Universitas Pendidikan Ganesha
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AKTIVASI MEDIA PEMBELAJARAN MATEMATIKA MANIPULATIF KONKRIT DI SD GUGUS V KECAMATAN KINTAMANI-BANGLI Suryawan, I Putu Pasek; Agustika, Gusti Ngurah Sastra; Yuda Sukmana, Adrianus I Wayan Ilia; Isumunuartha, Gde Rama; Sanjaya, I Putu Ari
JURNAL WIDYA LAKSANA Vol 10, No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v10i1.30266

Abstract

Pengabdian ini dilaksanakan berdasarkan permasalahan kurangnya pengetahuan dan keterampilan guru SD Gugus V Kecamatan Kintamani Kabupaten Bangli dalam pemanfaatan media manipulatif konkrit sebagai sumber belajar matematika inovatif. Merujuk pada potensi dan keterbatasan yang ada, solusi untuk mengatasi permasalahan tersebut adalah dengan menggemakan aktivasi sumber belajar matematika inovatif melalui kegiatan pendidikan dan pelatihan pemanfaatan media manipulatif konkrit bagi guru SD kelas rendah maupun kelas tinggi di wilayah Gugus V Kecamatan Kintamani. Pendidikan dan pelatihan ini telah berhasil mengatasi masalah yang teridentifikasi. Hal tersebut ditunjukkan dengan: 1) guru mengikuti kegiatan ini secara penuh dan dengan antusias yang ditunjukkan oleh persentase kehadiran peserta secara keseluruhan 94,44%; (2) hasil angket respons guru terhadap kegiatan pendidikan dan pelatihan ini termasuk kategori positif dengan persentase sebesar 81,72% serta persentase aktivitas guru dalam mengikuti kegiatan adalah 78% dengan kategori aktif; dan (3) terjadi peningkatan pengetahuan dan keterampilan dari guru  dalam mengidentifikasi, merancang, membuat, dan menggunakan media manipulatif konkrit dengan rata-rata skor validasi produk yang dihasilkan sebesar 3,55 dan tergolong sangat baik.
Development of Flipped Classroom Learning Combined with Google Classroom and Video Conference to Improve Students’ Learning Independent and Mathematics Learning Outcomes Suryawan, I Putu Pasek; Pratiwi, Kadek Ayu Mutiara; Suharta, I Gusti Putu
Journal of Education Technology Vol 5, No 3 (2021): Augustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v5i3.34466

Abstract

The problem of this research arises from learning independent is a crucial part needed in learning which then gives certain influence toward learning outcome; hence a right strategy is needed to gain it. This study was developmental study toward flipped classroom learning aiming at: analyzing the validity, practicality and the effectiveness of flipped classroom learning combined with google classroom and video conference. This study was based on ADDIE model. In accordance to the subject of this study, there were three experts in developing learning administrations and two experts in developing learning media in validating stage and 32 students from Junior High School in implementing stage. The results of this research in terms of quantitative findings revealed that the validity of learning administration was worth to be implemented with validity average of lesson plan was around 88,10%, teaching materials was around 90,00%, evaluation instrument was 90,48% and learning media was 90,00 % and those result was categorized into very worth-implementing. The practicality of flipped classroom seen from the questionnaire result showed that students’ respond gained 3,22 which could be categorized into high category, and teachers’ respond was at 3,70 which can be categorized into very high category. In term of learning independent, an improvement was also found, where before learning an average of 2.49 with the low category, and after learning 2.90 with the high category. The result of gain-analysis showed that the gained score reached 0,44 which could be categorized into medium. This result could be categorized into quite effective in improving the students’ math learning outcome. Based  on the result gained during the data analysis, it could be concluded that flipped classroom combined  with google classroom and video conference was effective in improving students’ learning independent and mathematics learning outcomes.
PENGARUH MODEL PEMBELAJARAN ARIAS TERHADAP MOTIVASI DAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VII SMP NEGERI 5 MELAYA ., Ni Komang Tri Puspayanti; ., Dra.Ni Made Sri Mertasari, M.Pd; ., I Putu Pasek Suryawan, S.Pd., M.Pd
Jurnal Pendidikan Matematika Undiksha Vol 5, No 2 (2016):
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v5i2.8322

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh model pembelajaran ARIAS terhadap motivasi dan prestasi belajar matematika. Penelitian ini dikategorikan sebagai penelitian eksperimen semu dengan desain post-test only control group. Populasi penelitian ini adalah seluruh siswa Kelas VII SMP Negeri 5 Melaya. Sampel ditentukan dengan teknik random sampling setelah dilakukan uji kesetaraan populasi menggunakan uji ANAVA satu jalur. Data motivasi belajar dikumpulkan dengan menggunakan angket, sedangkan data prestasi belajar matematika dikumpulkan dengan tes berbentuk essay. Data yang diperoleh dianalisis menggunakan uji MANOVA. Hasil analisis menunjukkan bahwa: pertama, terdapat perbedaan motivasi dan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan model pembelajaran ARIAS dan siswa yang mengikuti pembelajaran dengan model pembelajaran konvesional (F = 21,564 dan Sig. = 0,000 < ρ = 0,05); kedua, terdapat perbedaan motivasi belajar antara siswa yang mengikuti pembelajaran dengan model pembelajaran ARIAS dan siswa yang mengikuti pembelajaran dengan model pembelajaran konvesional (F = 13,801 dan Sig. = 0,000 < ρ = 0,05); ketiga, terdapat perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan model pembelajaran ARIAS dan siswa yang mengikuti pembelajaran dengan model pembelajaran konvesional (F = 39,026 dan Sig. = 0,000 < ρ = 0,05). Dengan demikian model pembelajaran ARIAS berpengaruh positif terhadap motivasi dan prestasi belajar matematika siswa.Kata Kunci : model pembelajaran ARIAS, motivasi belajar, prestasi belajar matematika This research is aimed to investigate the influence of ARIAS learning model towards motivation and achievement in learning mathematics. This study is a quasi-experimental research with post-test only control group as its design. The population of this study was seventh grade students of SMP Negeri 5 Melaya. The sample of this study was chosen by using random sampling technique after implemented the equality of population was done by using ANOVA. The data of students’ motivation were collected by using questionnaire meanwhile, the data of students’ mathematic achievement were collected by using students’ mathematic learning achievement test in the form of essay. The collected data were analyzed by using MANOVA formula. The result of data analysis showed that: First, there were differences of students’ motivation and students’ mathematic achievement between those were taught by using ARIAS teaching technique and those who were taught by using conventional teaching technique (F = 21,564 and Sig. = 0,000 < ρ = 0,05); Second, there were differences of students’ motivation between those were taught by using ARIAS teaching technique and those who were taught by using conventional teaching technique (F = 13,801 and Sig. = 0,000 < ρ = 0,05); third, there was the difference of students’ mathematic achievement between those were taught by using ARIAS teaching technique and those who were taught by using conventional teaching technique (F = 39,026 and Sig. = 0,000 < ρ = 0,05). It means that ARIAS teaching technique gives positive effect to improve students’ motivation and students’ mathematic achievement.keyword : ARIAS teaching technique, students’ motivation in learning, students’ mathematic achievement
RANCANG BANGUN DAN IMPLEMENTASI MEDIA PEMBELAJARAN MATEMATIKA BERBASIS LECTORAINSPIRE DENGAN PENDEKATAN SAINTIFIK I Putu Pasek Suryawan
Jurnal Santiaji Pendidikan (JSP) Vol. 9 No. 2 (2019): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v9i2.399

Abstract

The idea of integrating Lectora Inspire in the presentation of learning medium with a scientific approach provided a new nuance in mathematics learning in the application of the 2013 Curriculum.Lectora Inspire is an aid software that has been integrated with various tools needed to create multimedia content that is interactive with three main features, namely: 1) camtasia for lectora, (2) snagit for lectora, and (3) flypaper for lectora, so that it is suitable in supporting the making of ICT-based learning medium with a scientific approach. To support this innovation a development research was conducted to make mathematics learning medium based on lectora inspire with a scientific approach to class VIII on Coordinate System material. The development of learning medium in this study follows the procedure for product development of the ADDIE Model (analysis, design, develop, implementation and evaluation). The data analysis technique used is the technique of data analysis of qualitative and quantitative descriptive. Through the analysis and design stages, the design of the lectora inspire based learning medium has been obtained with a scientific approach to the Coordinate System material, and then the compiled design has been implemented into a learning medium that has been validated by experts at the develop stage. The results of expert validation state that the learning medium developed are categorized as very valid with little improvement, and are ready to be tested limited to the implementation stage.
THE INTEGRATION OF BALINESE LOCAL WISDOM INTO THE INFORMATION TECHNOLOGY SUPPORTED-GENERATIVE MODEL I Putu Pasek Suryawan
Jurnal Pendidikan dan Pengajaran Vol 50 No 1 (2017): April 2017
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.704 KB) | DOI: 10.23887/jpp.v50i1.10092

Abstract

This research aimed at increasing students’mathematical proving ability through the implementation of the Generative Model based on local wisdom assisted by video learning on Khan Academy website. The subjects of this Classroom Action Research were 30 students in class II B of the Department of Mathematics Education Universitas Pendidikan Ganesha in the year of 2015/2016. This research was completed in 2 cycles with the steps of each cycle were planning, treatment action, observation and evaluation, and reflection. The data was analyzed descriptively. The result shows that the students’ mathematical proving ability was increased from the average 13.20 in enough category in cycle I to the average 15.83 in the high category in cycle II. Therefore, the implementation of generative model based on local wisdom assisted by video learning in Khan Academy website increase the students’ mathematical proving ability.
Improving Mathematical Communication Skills Through The Implementation Of Reasoning And Problem Solving Model I Putu Pasek Suryawan
Jurnal Pendidikan dan Pengajaran Vol 51 No 2 (2018): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (466.357 KB) | DOI: 10.23887/jpp.v51i2.13966

Abstract

The aim of this classroom action research was to improve the mathematical communication skills of 11th grade IIS students in SMAN 1 Blahbatuh. The subject of this study was 32 11th grade IIS students in SMAN 1 Blahbatuh in academic year 2017/2018. The results showed that the implementation of reasoning and problem solving learning model improved the mathematical communication skills of 11th grade IIS students in SMAN 1 Blahbatuh. The improvement could be seen from the students learning completeness that increased 6,3% from 3,1% in the first cycle became 9,4% in the second cycle and increased to be 78,2% in the third cycle. Besides that, students gave positive responses toward the implementation of reasoning and problem solving learning model with mean score 57,2. The improvement of students’ mathematical communication skills happened because of reasoning and problem solving learning model gave emphasis to students through guided-questions in constructing mathematical ideas, gave more opportunities to students in delivering opinion, and gave guidance and motivation to students.
PENGARUH STRATEGI NHT DAN MOTIVASI BERPRESTASI TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS VII Kadek Dwi Septia Angga Suari .; Drs.I Putu Wisna Ariawan,M.Si .; I Putu Pasek Suryawan, S.Pd., M.Pd .
Jurnal Pendidikan Matematika Undiksha Vol. 3 No. 1 (2015)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v3i1.5581

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran Matematika (strategi NHT dan konvensional) dan motivasi berprestasi terhadap prestatsi belajar matematika siswa. Subjek dari penelitian ini adalah siswa kelas VII SMP Negeri 3 Singaraja tahun ajaran 2014/2015. Populasi penelitian ini adalah 12 kelas, 4 kelas dijadikan sebagai sampel penelitian. Jumlah total sampel adalah 92 siswa. Kelas VIIA dan VIID sebagai kelompok eksperimen dan VIIE dan VIIF sebagai kelompok kontrol. Kelompok eksperimen dibelajarkan dengan strategi NHT dan kelompok kontrol dibelajarkan dengan strategi konvensional. Desain penelitian ini adalah Posttest only control group design dengan treatment by level. Instrumen yang digunakan mengukur motivasi berprestasi adalah kuesioner motivasi berprestasi, sedangkan instrumen mengukur prestasi belajar matematika siswa adalah tes prestasi belajar matematika. Penganalisisan data menggunakan Anova dua jalur dan pengujian tindak lanjut (post hoc testing). Hasil dari penelitian ini dapat dilihat sebagai berikut: a) ada pengaruh yang signifikan dalam prestasi belajar matematika siswa antara siswa yang dibelajarkan dengan strategi NHT dan konvensional dimana skor rata-rata siswa yang dibelajarkan dengan strategi NHT lebih tinggi daripada skor rata-rata siswa yang dibelajarkan dengan strategi konvensional, b) terdapat interaksi yang signifikan antara strategi pembelajaran (strategi NHT dan konvensional) dan motivasi berprestasi terhadap prestasi belajar matematika siswa, c) ada perbedaan yang signifikan antara siswa yang memiliki motivasi berprestasi tinggi dibelajarkan dengan strategi NHT dengan siswa yang memiliki motivasi berprestasi tinggi dibelajarkan dengan strategi konvensional, d) ada perbedaan yang signifikan antara siswa yang memiliki motivasi berprestasi rendah dibelajarkan dengan strategi NHT dengan siswa yang memiliki motivasi berprestasi rendah dibelajarkan dengan strategi konvensional.Kata Kunci : strategi NHT, motivasi berprestasi, prestasi belajar matematika siswa This study was aimed at investigating the effect of teaching strategy (NHT and conventional) and achievement motivation on students’ math achievement. The subjects were seventh year student of SMPN 3 Singaraja in academic year 2014/2015. The population was 12 classes which 4 classes were taken as the sample of the study. The total number of sample was 92 students. The VIIA and VIID class were assigned as the experimental group and VIIE and VIIF class as the control group. The experimental group was taught by using NHT strategy and the control group by using conventional strategy. The research design was post test only control group design. Analysis data used two way Anova and then continued by post hoc testing using Tukey test. The findings of the study were: a) there was significant difference in math achievement between the students who were taught by using NHT strategy and conventional strategy, where the mean score of students taught by using NHT strategy was higher than the mean score of students’ math achievement for students taught by using conventional strategy, b) there was interaction between of teaching strategy (NHT and conventional) and the achievement motivation on students’ math achievement, c) there was a significant difference in math achievement between the students with high achievement motivation taught by using NHT and conventional strategy, d) there was a significant difference in math achievement between the students with low achievement motivation taught by using NHT and conventional strategy. keyword : NHT strategy, achievement motivation, students’ math achievement
PENGARUH STRATEGI ACTIVE LEARNING TYPE FIRING LINE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS VII SMP NEGERI 3 SINGARAJA A.A. Istri Diah Maharani .; Drs.I Made Sugiarta,M.Si .; I Putu Pasek Suryawan, S.Pd., M.Pd .
Jurnal Pendidikan Matematika Undiksha Vol. 3 No. 1 (2015)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v3i1.5770

Abstract

Penelitian ini bertujuan untuk mengetahui apakah kemampuan pemecahan masalah matematika antara siswa dibelajarkan dengan strategiActive Learning Type Firing Line lebih tinggi daripada siswa dibelajarkan dengan strategi pembelajaran konvensional.Desain penelitian yang digunakan dalam penelitian ini adalah Post-test Only Control Group Design. Populasi pada penelitian ini adalah seluruh siswa kelas VII SMPN Negeri 3 Singaraja tahun ajaran 2014/2015, yaitu 405 orang. Sampel dalam penelitian ini adalah seluruh siswa kelas VII I sebanyak 32 siswa dan seluruh siswa kelas VII J sebanyak 33 siswa. Kelas VII I merupakan kelas eksperimen dan kelas VII J merupakan kelas kontrol. Kelas tersebut ditentukan dengan menggunkan teknik random sampling. Data kemampuan pemecahan masalah matematika siswa dikumpulkan melalui tes kemampuan pemecahan masalah matematika berbentuk soal uraian dengan jumlah lima butir soal. Data hasil tes dianalisis menggunakan uji-t. Hasil pengujian hipotesis mendapatkan thitung = 5,2082dan ttabel = 1,9983. Hasil pengujian hipotesis menujukan bahwa tingkat kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan strategi Active Learning Type Firing Line lebih tinggi daripada siswa yang mendapat pembelajaran konvensional. Ini berarti terdapat pengaruh strategi Active Learning Type Firing Lineterhadap kemampuan pemecahan masalah matematika siswa.Kata Kunci : Strategi Active Learning Type Firing Line, kemampuan pemecahan masalah. This research is aimed to investigate whether the problem solving ability between students which are taught by using Active Learning Type Firing Linestrategy is higher than students which are taught by conventional learning strategy. The research is done in the design of Post-test Only Control Group Design. The population of this research is all 7th Grade students of SMPN 3 Singaraja in academic year 2014/2015, which there are 405 students. Samples are VII I class, with 32 students and all students of VII J Class, as much as 33 students. VII I Class takes place as experimental class and VII J is the control class. Those classes are determined by using random sampling technique. The students’ problem solving data are gathered through problem solving tests which are formed in 5 essay tests. The students’ problem solving data are analyzed by using t-test. The result of hypothesis testing gets taritmatic = 5,2082 dan ttable = 1,9983. The result of hypothesis testing shows the students ‘level of mathematics problem solving ability which is treated by Active Learning Type Firing Line is higher than treated with conventional learning strategy. Thus, it can be concluded that Active Learning Type Firing Line can influence students’ problem solving ability.keyword : Active Learning Type Firing Line Strategy, Problem Solving Ability.
PENERAPAN COLLABORATIVE LEARNING MODEL UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIKA SISWA KELAS VIII E SMP NEGERI Ni Kadek Ari Dama Yanti .; I Made Suarsana, S.Pd., M.Si. .; I Putu Pasek Suryawan, S.Pd., M.Pd .
Jurnal Pendidikan Matematika Undiksha Vol. 3 No. 1 (2015)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v3i1.5775

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan literasi matematika (level 3) siswa kelas VIII E SMP Negeri 5 Singaraja dan mengetahui bagaimana tanggapan siswa terhadap penerapan Collaborative Learning Model. Desain penelitian ini adalah penelitian tindakan kelas yang melibatkan subjek sebanyak 30 orang siswa kelas VIII E SMP Negeri 5 Singaraja. Penelitian ini dilaksanakan dalam tiga siklus yang masing-masing siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi, serta refleksi. Data kemampuan literasi matematika (level 3) siswa diukur dengan menggunakan tes literasi matematika (level 3) berbentuk soal uraian dan data tanggapan siswa diukur dengan angket tanggapan siswa. Data yang telah terkumpul selanjutnya dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa persentase ketuntasan kemampuan literasi matematika (level 3) siswa mengalami peningkatan dari sebelum tindakan yaitu dengan persentase ketuntasan 0% menjadi 60% sesudah tindakan pada akhir siklus III. Tanggapan siswa terhadap penerapan Collaborative Learning Model dalam pembelajaran matematika tergolong sangat positif yaitu sebesar 51,4 dari skor maksimal 60. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan Collaborative Learning Model dapat meningkatkan kemampuan literasi matematika siswa kelas VIII E SMP Negeri 5 Singaraja.Kata Kunci : Collaborative Learning Model, Literasi Matematika, Tanggapan. This research aimed to improve mathematical literacy (level 3) ability of students at class VIII E in SMP Negeri 5 Singaraja, and to know students’ response of Collaborative Learning Model application. This research design was classroom action research which is involving 30 students at class VIII E in SMP Negeri 5 Singaraja as the subjects. This research was implemented in three cycles, each cycle consisting of planning, action, observation and evaluation, as well as reflections phase. Mathematical literacy (level 3) ability was measured by using mathematical literacy (level 3) description test and student response data was measured by using student responses questionnaires. The collected data then analyzed descriptively. The results of this research show that the completeness percentage of mathematical literacy (level 3) ability has increased from before the action that completeness percentage was about 0% to 60% after the action in the end of the third cycle. Students’ response of Collaborative Learning Model application in mathematics belong to very positive category in the amount of 51,4 from maximum score was about 60. Based on these results it can be concluded that the Collaborative Learning Model application can improve mathematical literacy ability of students at class VIII E in SMP Negeri 5 Singaraja.keyword : Collaborative Learning Model, Mathematical Literacy, Response.
PENGARUH MODEL PEMBELAJARAN CONNECTED MATHEMATICS PROJECT (CMP) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI 3 SAWAN Made Arista Dewi .; Drs. I Nyoman Gita, M.Si .; I Putu Pasek Suryawan, S.Pd., M.Pd .
Jurnal Pendidikan Matematika Undiksha Vol. 3 No. 1 (2015)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v3i1.5987

Abstract

Penelitian quasi experiment ini bertujuan untuk mengetahui pengaruh model pembelajaran Connected Mathematics Project terhadap kemampuan komunikasi matematis siswa. Desain penelitian yang digunakan dalam penelitian ini adalah Post-test Only Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Sawan Tahun Ajaran 2014/2015, yaitu sebanyak 257 orang. Teknik sampling yang digunakan adalah random sampling. Sampel dalam penelitian ini adalah siswa kelas VIIIA5 sebagai kelompok eksperimen dan siswa kelas VIIIA3 sebagai kelompok kontrol. Data kemampuan komunikasi matematis siswa diperoleh melalui tes yang berbentuk uraian yang diberikan diakhir penelitian. Data yang diperoleh kemudian dianalisis menggunakan uji-t dengan taraf signifikan 5%. Hasil post-test menunjukkan bahwa nilai rata-rata kemampuan komunikasi matematis siswa yang dibelajarkan dengan menggunakan model pembelajaran Connected Mathematics Project sebesar 62,96 sedangkan nilai rata-rata kemampuan komunikasi matematis siswa yang dibelajarkan dengan pembelajaran konvensional sebesar 51,18. Dari hasil analisa data diperoleh, thitung = 2,832 dan ttabel= 1,668. Jika dibandingkan thitung ≥ ttabel sehingga tolak H0. Hal ini berarti bahwa kemampuan komunikasi matematis siswa yang dibelajarkan dengan model pembelajaran Connected Mathematic Project lebih tinggi daripada kemampuan komunikasi matematis siswa yang dibelajarkan dengan pembelajaran konvensional. Dengan demikian dapat disimpulkan bahwa model pembelajaran Connected Mathematic Project memberikan pengaruh positif terhadap kemampuan komunikasi matematis siswa. Kata Kunci : Komunikasi matematis, Connected Mathematics Project This quasi experimental research aimed to find out the effect of Connected Mathematics Project learning model toward students’ mathematical communication ability. The research design used in this study was Post Test Only Control Group Design. The population was eighth grade students of SMP N 3 Sawan in the academic year of 2014/2015 which involved 257 students. Random sampling used as a sampling technique. The samples were the students’ in class VIIIA5 as the experiment group and class VIIIA3 as the control group. Data of student’s mathematical communication ability were obtained from essay test that given to students at the end of the study. Data were obtained then analyzed by using t-test with 5% level of significance. The result of post-test showed that the mean of students’ mathematical communication ability with Connected Mathematics Project learning model is 62,96 while the mean of students’ mathematical communication ability with conventional learning is 51,18. From the data analyzed, obtained tobserved = 2,8322 and tcritical value = 1,668. Then tobserved ≥ tcritical value so that H0 was rejected. This is means that students’ mathematical communication ability by using Connected Mathematics Project learning model was higher than those who were taught by using conventional learning. Thus can be concluded that Connected Mathematics Project learning model gave a positive contribution toward the student’s mathematical communication ability.keyword : Mathematical communication, Connected Mathematics Project
Co-Authors ., Ni Komang Tri Puspayanti A.A Istri Dewi Adhi Utami A.A Istri Mirah Dharmadewi A.A. Istri Diah Maharani . A.A. Istri Diah Maharani ., A.A. Istri Diah Maharani Adnyani, I Gusti Ketut Adrianus I Wayan Ilia Yuda Sukmana Ardanantya, I Gusti Ayu Mira Budayana, I Made Damayanti, Ni Komang Ari Desak Made Echa Herawati Dewa Dewa Gede Firstia Wirabrata Dewi, Ni Wayan Ina Suksma Dinasty, Arga Dr. I Made Sugiarta, M.Si. . Gavrila Tamariska Gst. Ayu Mahayukti Gusti Ayu Mahayukti Gusti Ngurah Sastra Agustika Hartawan, IGN Yudi Heni Purnamayanti, Ni Luh Herawati, Desak Made Echa Hilda Aulia Hilman Cahyadin I G N Pujawan I Gede Astawan I Gede Margunayasa I Gede Maysha Sueca Darmaputra I Gede Ratnaya I Gusti Agung Ngurah Trisna Jayantika I Gusti Ayu Mira Ardanantya I Gusti Ketut Adnyani I Gusti Ngurah Pujawan I Gusti Nyoman Yudi Hartawan I Gusti Putu Sudiarta I Gusti Putu Suharta I Kadek Agus Prabawan Saputra I Kadek Pebrio Arimbawa I Kadek Rai Sunjaya I Kadek Rai Suwena I Kadek Yudha Pranata I Kadek Yudha Pranata I Ketut Resika Arthana I Made Ardana I Made Candiasa I Made Suarsana I Made Suarsana I Made Sutajaya I Made Widiatmika I Nyoman Bagus Suweta Nugraha I Nyoman Gita I Putu Ade Andre Payadnya I Putu Darma Yuda I Putu Wisna Ariawan I Wayan Agus Darma Putra I Wayan Lasmawan I Wayan Suja I Wayan Sumandya I Wayan Widana Ida Ayu Putu Mahayani Isumunuartha, Gde Rama Juliawati, N. K K. Ratna Udayani Kadek Dwi Septia Angga Suari . Kadek Dwi Septia Angga Suari ., Kadek Dwi Septia Angga Suari Leonita, A Tiurma Silvia Luh Novi Kristiana Made Agus Wijaya Made Arista Dewi . Made Arista Dewi ., Made Arista Dewi Made Juniantari Made Juniantari, Made Mas Ayu Putu Yoga Wisudawati Mira Dharma Susilawaty N. K Juliawati Ni Kadek Ari Dama Yanti . Ni Kadek Ari Dama Yanti ., Ni Kadek Ari Dama Yanti Ni Komang Ari Damayanti Ni Komang Tri Puspayanti . Ni Luh Heni Purnamayanti Ni Luh Sherlita Indraliani Kubayan Ni Made Rai Wisudariani Ni Made Sanistiawati Ni Made Sri Mertasari Ni Nyoman Parwati Ni Putu Asri Wijayanti Ni Putu Gita Candrika Dewi Ni Putu Parastuti Lestari Ni Putu Sri Jayanti Ni Putu Sri Ratna Dewi Ni Wayan Ina Suksma Dewi Ni Wayan Widia Astuti Paramitha, Ni Made Christina Pradnya Permana, Dodi Pramudia, Made Ditha Pratiwi, Kadek Ayu Mutiara Pujawa, I Gusti Ngurah Pujawan, I G N Purwantini, Ni Putu Ayu Gita Putu Kerti Nitiasih Putu Nanci Riastini Putu Nanci Riastini, Putu Nanci S.Pd. ., Putu Ari Dharmayanti, S.Pd. Saida Ulfa Sanistiawati, Ni Made Sanjaya, I Putu Ari Sariyasa . Sri Jayanti, Ni Putu Tiurma Silvia Leonita Udayani, K. Ratna Widiatmika, I Made Wijayanti, Ni Putu Asri Wirabrata, Dewa Gede Firstia Witraguna, Kadek Yudista yani, santika Yanti, Ni Komang Ayu Indri Yoga Wisudawati, Mas Ayu Putu Yuda, I Putu Darma