Kemampuan Representasi dan Disposisi Matematis Siswa Melalui CTL dan SAVI - Rahlan, Ismawati; Sofyan, Deddy (Plusminus: Jurnal Pendidikan Matematika, 2021)
Fakta menunjukkan kemampuan representasi dan disposisi matematis yang penting dimiliki siswa masih rendah dan perlu ditingkatkan. Misalnya dengan model pembelajaran Contextual Teaching and Learning (CTL) dan model pembelajaran Somatic Auditory Visualization Intellectually (SAVI). Tujuan penelitian untuk menganalisis perbedaan kemampuan representasi dan disposisi matematis antara siswa yang mendapatkan model pembelajaran CTL dan SAVI. Metode penelitian adalah kuasi eksperimen dengan populasi seluruh siswa kelas VIII salah satu SMP Negeri di Garut. Sampel penelitian terdiri dari dua kelas yaitu kelas VIII-H sebanyak 32 siswa sebagai kelas eksperimen 1 dengan model pembelajaran CTL dan kelas VIII-I sebanyak 35 siswa sebagai kelas eksperimen 2 dengan model pembelajaran SAVI. Instrumen penelitian berupa tes uraian dan angket. Hasil penelitian menunjukkan bahwa terdapat perbedaan dan peningkatan kemampuan representasi dan disposisi matematis antara siswa yang mendapatkan model pembelajaran CTL dengan SAVI. The facts show that the mathematical representation and disposition skills that are important for students are still low and need to be improved. For example, the Contextual Teaching and Learning (CTL) learning model and the Somatic Auditory Visualization Intellectually (SAVI) learning model. The purpose of the study is to analyze the differences in mathematical representation and disposition abilities between students who received the CTL and SAVI learning models. The research method is quasi-experimental with a population of all eighth-grade students of one of the public junior high schools in Garut. The research sample consisted of two classes, namely class VIII-H as many as 32 students as experimental class 1 with CTL learning model and class VIII-I as many as 35 students as experimental class 2 with SAVI learning model. The research instrument was in the form of a description test and a questionnaire. The results showed that there were differences and increases in mathematical representation and disposition abilities between students who received the CTL and SAVI learning models.