IMPLEMENTASI MODEL CIRC PADA KEMAMPUAN MENULIS RANGKUMAN MATEMATIS PESERTA DIDIK SEKOLAH DASAR (Journal of Primary Education, 2014)
AbstrakTujuan penelitian ini untuk mengetahui dampak implementasi model kooperatiftipe CIRC terhadap kemampuan menulis rangkuman matematis. Penelitian inimenggunakan pendekatan kuantitatif. Sampel dipilih dengan teknik samplingjenuh. Kelompok diberi perlakuan pembelajaran model kooperatif tipe CIRC dandibedakan kelas homogen dan heterogen. Pengambilan data diperoleh denganmetode dokumentasi, tes, angket, dan observasi, dan dianalisis dengan ANOVA duajalur. Hasil penelitian diperoleh sebagai berikut: (a) terdapat perbedaan kemampuanmenulis rangkuman matematis peserta didik SD yang memperoleh pembelajaranmatematika menggunakan model kooperatif tipe CIRC antara kelompok homogendan kelompok heterogen, (b) terdapat perbedaan kemampuan menulis rangkumanmatematis peserta didik SD yang memperoleh pembelajaran matematikamenggunakan model kooperatif tipe CIRC antara kelompok bawah dan kelompokatas, (c) terdapat interaksi kemampuan menulis rangkuman matematis antaramodel kooperatif tipe CIRC antara kelompok homogen dan kelompok heterogendengan kemampuan awal peserta didik SD, dan (d) pembelajaran menggunakanmodel kooperatif tipe CIRC dapat meningkatkan disposisi matematis peserta didikSD.AbstractThe purpose of  this study to determine the impact of  the implementation of  cooperativemodels of  CIRC to write a summary of  mathematical ability. This study uses a quantitativeapproach. The sample was selected with saturation sampling technique. Treated groupcooperative learning models and differentiated CIRC homogeneous and heterogeneous classes.Retrieval of  data obtained by the method of  documentation, tests, questionnaires, andobservations, and analyzed by two ways ANOVA. The results obtained are as follows: (a) thereare differences in the ability to write summaries elementary mathematical learners acquiremathematical learning using cooperative model of  CIRC between the homogeneous andheterogeneous groups, (b) there are differences in the ability to write summaries elementarymathematical learners acquire mathematical learning CIRC cooperative model betweenthe bottom and top of  the group, (c) there is no interaction between the ability to write asummary of  mathematical models of  CIRC type cooperative between the homogeneous andheterogeneous groups with the ability of  early elementary school students, and (d) cooperativelearning type CIRC increasing disposition elementary mathematical learners.