MATHEMATICAL COMMUNICATION ABILITY AND DISPOSITION (EXPERIMENT WITH GRADE-11 STUDENTS USING CONTEXTUAL TEACHING WITH COMPUTER ASSISSTED)

Abstract

ABSTRAK

Makalah ini melaporkan temuan suatu eksperimen dengan disain tes awal-tes akhir dan kelompok kontrol yang dilaksanakan dengan mengimplementasikan pendekatan kontekstual berbantuan komputer untuk menemukan kemampuan komunikasi, dan disposisi matematik siswa. Studi ini melibatkan 244 siswa kelas-11 dari tiga SMA dari level rendah, medium, dan tinggi. Instrumen studi ini terdiri dari tes komunikasi matematik, dan skala disposisi matematik. Studi menemukan bahwa pendekatan kontekstual berbantuan komputer memberikan peran terbesar dibandingkan level sekolah dan kemampuan awal matematika siswa terhadap pencapaian dan peningkatan kemampuan komunikasi dan pencapaian disposisi matematik. Kemampuan komunikasi matematik siswa tergolong cukup baik. Studi juga menemukan bahwa peran kemampuan awal matematika siswa tidak konsisten terhadap pencapaian kemampuan komunikasi dan disposisi matematik. Selain itu, studi menemukan tidak ada interaksi antara pendekatan pembelajaran dan kemampuan awal matematika dan antara pendekatan pembelajaran dan level sekolah terhadap kemampuan komunikasi, dan disposisi matematik siswa. Selama pembelajaran siswa menunjukkan disposisi matematik yang positif, seperti belajar dengan semangat, bersikap terbuka, jujur, tidak takut menyakatan pendapatnya, dan saling menghargai satu terhadap lainnya. Terdapat asosiasi antara kemampuan komunikasi, dan diposisi matematik.

ABSTRACT

This paper presents the findings from an experiment with a pre test- post test experimental control group design conducted by using contextual teaching approach with computer assissted to investigate students’ mathematical communication, and disposition. The study involved 244 grade-XI students of high, medium, and low school level in Tasikmalaya. The instruments of the study are mathematical communication test, and disposition scale. The study found that contexstual teaching approach with computer assissted tended to be more important factor than school level and previous mathematics ability on achieving mathematical comunication ability, and disposition, Besides that, the study found that the role of previous mathematics ability tended inconsistent on achieving the ability and disposition. The grade of students’ mathematical communication ability was classified as fairly good. Likewise, the study found that there were no interaction between teaching approach and school level, and between teaching approach and previous mathematics ability on mathematical comunication and on mathematical disposition. During the lesson students performed positive mathematical disposition, such as enthusiastic in learning, open minded, honest, unafraid to express their ideas, and respect to each other. There was medium assosiation between mathematical comunication, and mathematical disposition