PEMBELAJARAN MODEL RECIPROCAL TEACHING BERNUANSA PENDIDIKAN KARAKTER UNTUK MENINGKATKAN KEMAMPUAN KOMUNIASI MATEMATIS (Unnes Journal of Mathematics Education Research, 2012)
AbstrakPenelitian bertujuan mengembangkan perangkat pembelajaran  reciprocal teaching bernuansa pendidikan karakter, untuk meningkatkan kemampuan komunikasi matematis.Mengembangkan berarti  membuat perangkat valid, praktis, dan efektif. Valid menurut pertimbangan ahli , praktis artinya mudah digunakan oleh guru, dan efektif  berarti dapat meningkatkan kemampuan komunikasi matematis siswa. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Plomp, yang terdiri atas fase investigasi awal, fase desain, fase realisasi atau konstruksi, fase tes, evaluasi, dan revisi, dan fase implementasi. Penelitian dilakukan di SMA Negeri 1 Cirebon pada tiga kelas sampel penelitian. Variabel penelitian meliputi per-angkat pembelajaran, kemampuan komunikasi matematis, kemampuan guru mengelola pembelajaran, motivasi, respon, dan keaktifan siswa. Pengumpulan data dengan  tes, dokumentasi, observasi, dan angket. Hasil penelitian menunjukan rataan nilai silabus, RPP, buku siswa, LKS dan Tes Kemampuan Komunikasi Matematis berturut-turut  4,05, 3,85, 3,84, 4,13, dan 3,60 sehingga perangkat pembelajaran tergolong valid. Respon positif   ditunjukkan oleh siswa dan guru terhadap pembelajaran, yang mengindikasikan perangkat pembelajaran praktis. Kemampuan komunikasi siswa meningkat.Keaktifan dan motivasi siswa, berpengaruh sebesar 91,6% terhadap kemampuan komunikasi matematis siswa. Rataan hasil tes kemampuan komunikasi matematis 77,81  melebihi batas KKM 70, sehingga rataan kemampuan komunikasi matematis siswa yang belajar menggunakan reciprocal teaching bernuansa pendidikan karakter lebih baik dari rataan kemampuan komunikasi matematis yang belajar menggunakan metode konvensional. Dapat disimpulkan bahwa perangkat pembelajaran valid, praktis, dan efektif.AbstractThis study aims to develop reciprocal teaching model with character education learning instrument to enhance mathematical communication skills. The term ‘development’ means to create a valid, practical, and effective learning instrument. A valid learning instrument means an instrument that get discretion and judgment from experts (validators). A practical learning instrument means an instrument that is easy to use by teachers in the learning. While an effective learning instrument is an instrument that can enhance students’ mathematical communication skills. This study is the development research by using the Plomp model , which consists the prelimenary investigation phase, the design phase, the realization or construction phase, phases of  testing, evaluation, and revision, and the implementation phase. The research was con-ducted in SMA Negeri 1 Cirebon, by taking three classes as the study samples. Research variables include the variables of  learning instrument, mathematical communication skills, the ability of  teachers to ma-nage learning, motivation, and students’ response. The method of  data collection are test, documentation, observation, and questionnaires. The results of  this study showed from the average value of  the validator for the syllabus, lesson plans, student book, worksheet, and test of  mathematical communication skills respectively 4.05, 3.85, 3.84, 4.13, and 3.60; so that the learning instrument considered valid . Positive responses were also shown by the students and teachers towards learning, which indicates that the learning is practical. The ability of  students to communicate is also improved . The activeness and motivation of  students influenced by 95,8% towards their mathematic communiaction ability. The average results of  the communication capabilities mathematics test is 77.81 exceed form the minimum standard completeness that is 70, so the average mathematical communication skills of  students who learn to use the reciprocal teaching character education nuances better than average communication skills mathematical study using conventional methods. It is concluded that the learning instrument is valid, practical, and effective.