Abstract
This purposes of this research are: (1) the improvement communication ability and learning motivation mathematically of the students by using Means ends Analysis (MeA) and conventional learning, (2) the interaction between Means Ends analysis (MeA) model and first mathematics ability of students for improve communication ability and learning motivation mathematically. This research was conducted in MTs.Al-washliyah Tembung Kabupaten Deli Serdang. The kinds of research was quasi-experiment. The population of this research was all student MTs. Al-washliyah Tembung while the sample devided by two kinds they are VIII-1 classas experiment and VIII-2 as control class. The sums of student for each class are 32 students. The sampling was done through purposive sampling technique. The research instrument which used were a test of mathematical communication ability and questionnaire of student learning motivation mathematically. The statistical hypothesis testing in this research used two way ANOVA in the SPSS programme. The results showed that (1) the improvement the student’s communication ability and motivation to learn of students who received means ends analysis learning was higher than the improvement of communication ability and learning motivation who received conventional learning. The average of the improvement mathematical communication of students by using Means ends Analysis (MeA) learning and conventional learning are 0.598 and 0.498, and the average of students by using Means ends Analysis (MeA) and conventional learning are 0.379 and 0.236. (2) no interaction between learning model and first ability mathematics of students in the improvement ability mathematical communication and students learning motivation. Keywords : Means ends Analysis (MeA Learning), Mathematical Communication Ability, Learning Motivation. DOI : 10.7176/JEP/10-32-05 Publication date: November 30 th 2019
Highlights
Mathematics is a subject that is considered difficult and boring for many students, so that learning is very necessary in how to construct and create mathematical models to be a good solution to problems.According to Soejadi (2004) mathematics education has two major objectives, namely: (1) A formal objective that puts pressure on children's reasoning and the formation of personal children, (2) Material goals that put pressure on the application of mathematics and the ability to solve mathematical problems
The results showed that the improvement of students 'mathematical communication skills taught with Means Ends Analysis (MeA) learning model was higher than the increase in students' mathematical communication skills taught with ordinary learning models
Based on the results of the research described in the previous section, conclusions can be drawn as follows: The improvement of students 'mathematical communication skills taught with Means ends Analysis (MeA) learning model is higher than the increase in students' mathematical communication skills taught with ordinary learning models
Summary
According to Soejadi (2004) mathematics education has two major objectives, namely: (1) A formal objective that puts pressure on children's reasoning and the formation of personal children, (2) Material goals that put pressure on the application of mathematics and the ability to solve mathematical problems. According to Sanjaya (2009) there are three functions that teachers must do in teaching, namely teachers as planners, informants, and teachers as evaluators This opinion is in line with what was stated by Hamalik (2003), that operationally there are five main variables that play a role in the teaching and learning process, namely: teaching goals, subject matter, methods and teaching techniques, teachers, students and logistics. Baroody (Ansari, 2012) there are at least 2 important reasons that make communication in mathematics learning need to be the focus of attention, namely (1) mathematics as language (mathematics as a language); mathematics is not just a tool to aid thinking, a tool for finding patterns, or solving problems and mathematics "an invaluable tool for communicating various ideas clearly, precisely, and succintly, and (2) mathematics learning as social activity; as a social activity, with the interaction between students, with the teacher in communicating mathematical ideas
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