PENGARUH PEMBELAJARAN DENGAN PENDEKATAN INDUKTIF-DEDUKTIF BERBANTUAN PROGRAM CABRI GEOMETRI TERHADAP PENINGKATAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA

Abstract

Abstrak: Kemampuan representasi matematis merupakan salah satu kompetensi penting dalam kurikulum pendidikan matematika di sekolah. Pendekatan induktif-deduktif berbantuan program Cabri Geometry (CG) diasumsikan mampu untuk meningkatkan kemampuan tersebut. Penelitian kuasi eksperimen ini dilakukan untuk melihat pengaruh pembelajaran dengan pendekatan induktif-deduktif berbantuan program CG terhadap peningkatan kemampuan representasi matematis siswa sekolah menengah pertama. Sampel pada penelitian ini diambil dua kelas (eksperimen dan kontrol) dengan teknik purposive sampling. Kelas eksperimen memperoleh pembelajaran dengan pendekatan induktif-deduktif berbantuan program CG, sedangkan kelas kontrol memperoleh pembelajaran dengan pendekatan induktif-deduktif tanpa bantuan program CG. Instrumen penelitian yang digunakan adalah pretest dan postest untuk kemampuan representasi matematis. Berdasarkan uji normalitas dan homogenitas varians data, maka uji yang digunakan untuk menganalisis data penelitian adalah uji U Mann-Whitney dan uji-t. Hasil analisis data, menunjukkan bahwa terdapat perbedaan peningkatan kemampuan representasi matematis yang signifikan antara siswa yang memperoleh pembelajaran dengan pendekatan induktif-deduktif berbantuan program CG dan siswa yang memperoleh pembelajaran dengan pendekatan induktif-deduktif tanpa bantuan program CG berdasarkan level kemampuan awal siswa (tinggi, sedang, rendah). Peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran dengan bantuan program CG lebih baik daripada siswa yang memperoleh pembelajaran tanpa bantuan CG. Secara keseluruhan dapat disimpulkan bahwa pembelajaran geometri dengan pendekatan induktif berbantuan program CG baik digunakan untuk meningkatkan kemampuan representasi matematis siswa pada semua level KAM (tinggi, sedang, rendah).

Abstract: Mathematical representation ability was one of the important competency in mathematic curriculum at school. Inductive-deductive teaching approach by assistance of CG has been assumed/preceded in improving that ability. This experimental quasi research was conducted in order to figure out the influences of inductive-deductive teaching approach by assistance of CG in improving students’ mathematical representation ability in junior high school. Sample of this study is consisted of two groups (experiment and control) which is selected by using purposive sampling technique. In experimental group, the researcher used inductive-deductive approach with CG assisted program, while control group was taught by inductive-deductive approach without CG assisted program. In experimental group, the researcher applied inductive-deductive To collect data in this study, the writer used test as instrument, which involves pretest and post test to compare the ability of mathematical representation. Based on the test for normality and homogeneity of the data variance, the research used the Mann-Whitney U test and t-test to analyze the data. The results of data analysis shows that there are significant differences in students’ mathematical representation which was taught by  using inductive-deductive approach with CG assisted programs and students who were taught by inductive-deductive approach without CG assisted program based on students' initial ability level (high, medium , low). The improvement of students’ mathematical representation who was taught by  using inductive-deductive approach with CG assisted programs is better than the students who were taught by inductive-deductive approach without CG assisted. It can be concluded that the inductive approach to learning geometry with CG-assisted program can be used to enhance the ability of students’ mathematical representation for all levels of KAM (high, medium, low).