<![CDATA[Abstrak. Penelitian ini dilakukan terhadap siswa SMP kelas VIII. Adapun komponen penelitian yang dikaji adalah Pendekatan Concrete-Representational-Abstract (CRA), Pembelajaran secara konvensional, kemampuan koneksi matematis serta Kemampuan Awal Matematika (KAM). Tujuan dilaksanakannya penelitian ini adalah untuk untuk mengetahui peningkatan kemampuan koneksi matematis berdasarkan KAM, dan untuk mengetahui interaksi dari pendekatan pembelajaran dengan KAM. Penelitian ini termasuk kedalam kuasi eksperimen dan menggunakan desain penelitian berupa matriks 3x2 untuk melihat interaksi antara pendekatan pembelajaran dengan KAM. Berdasarkan hasil penelitian diperoleh peningkatan kemampuan koneksi matematis pada siswa dengan kemampuan matematik rendah, sedang, dan tinggi masih tidak terdapat perbedaan. Artinya pendekatan CRA mampu meningkatkan kemampuan tersebut pada siswa dengan KAM yang beragam. Selain itu diperoleh bahwa tidak terdapat interaksi antara pendekatan pembelajaran dengan KAM, dengan kata lain kemampuan koneksi matematis dapat dikembangkan tidak hanya dengan menggunakan pendekatan CRA. Abstract. This research was conducted to student in junior high school on class VIII. The research component which is assessed are Concrete-Representational-Abstract (CRA) approach, conventional learning, the ability of connection mathematically and Early Mathematics Ability (EMA). The aims of this study was to determine the learning approach which is better used to improve connection mathematically, then to find out the increasing of the ability of connection mathematically by EMA, and to understand the interaction between learning approach CRA with EMA. This study used quasi-experimental and research design used matrix 3x2 to see the interaction between learning approach with EMA. Based on the research results are learning by using CRA approach is better than the use of conventional learning in enhancing the ability of connection,but an increasing in the ability of connection in studentswho have low, medium, high in mathematical ability, there is no difference. That is the CRA approach can improve both these capabilities in students with diverse EMA. In addition to see the increasing of capacity on different EMA, researchers discuss interactions between the CRA approach with EMA.Turns produced the conclusion that there is no interaction between the CRA approach with EMA, in other words the ability of connection can be developed not only by using CRA approach.]]>
