Abstract
ABSTRACT The study aims to see the effect of CORE instruction methods toward mathematical critical thinking ability and mathematical dispositions of high school students in East Jakarta. Samples of this research is 88 students 11th grade Science Major from SMA Negeri Jakarta Timur. Research methods is quasi experiment using treatment by level design. Data collection were using instruments of test and questionnarie test: mathematics prior knowledge and mathematical critical thinking ability test, and mathematical dispositions questionnaire test. Data analaysis is using two way ANOVA. Results indicated that: (1) Mathematical critical thinking ability and mathematical dispositions of students treated by CORE instruction is higher than students treated by Direct Instruction, (2) There is an interaction between learning models and mathematics prior knowledge (KAM) that have significant effect toward mathematical critical thinking ability and students mathematical dispositions, (3) Mathematical critical thinking ability and mathematical dispositions of students with high KAM treated by CORE instruction is higher than students with high KAM treated by Direct Instruction, (4) There is no significant effect of learning models toward mathematical critical thinking ability and mathematical dispositions of students with low KAM. Keywords: CORE Instruction, Mathematical Critical Thinking Ability, Mathematical Dispositions, Mathematics Prior Knowledge
Highlights
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran CORE terhadap kemampuan berpikir kritis dan disposisi matematis ditinjau dari kemampuan awal matematika siswa
The study aims to see the effect of CORE instruction methods toward mathematical critical thinking ability and mathematical dispositions of high school students in East Jakarta
Results indicated that: (1) Mathematical critical thinking ability and mathematical dispositions of students treated by CORE instruction is higher than students treated by Direct Instruction, (2) There is an interaction between learning models and mathematics prior knowledge (KAM) that have significant effect toward mathematical critical thinking ability and students mathematical dispositions, (3) Mathematical critical thinking ability and mathematical dispositions of students with high kemampuan awal matematika (KAM) treated by CORE instruction is higher than students with high KAM treated by Direct Instruction, (4) There is no significant effect of learning models toward mathematical critical thinking ability and mathematical dispositions of students with low KAM
Summary
Kilpatrick, dkk (2001) menyatakan matematis adalah kemampuan dalam bahwa disposisi matematis merupakan melakukan proses berpikir kritis yang kecenderungan untuk: (1) memandang bertujuan untuk memperoleh solusi atas matematika sebagai sesuatu yang dapat suatu masalah matematis. Saija (2012) melalui penelitiannya sebagai sesuatu yang berguna dan pada siswa SMA di Bandung menemukan bermanfaat, (3) meyakini usaha yang tekun bahwa terdapat korelasi positif dan dan ulet dalam mempelajari matematika signifikan antara disposisi matematis dengan akan membuahkan hasil, (4) melakukan prestasi belajar matematika siswa. Merasakan matematika sebagai disposisi matematis memiliki pengaruh sesuatu yang bermanfaat dapat menjadi sebesar 77,3% terhadap kemampuan sumber motivasi siswa belajar matematika. Manggarai menemukan bahwa disposisi tersebut akan menjadi daya tarik pelajaran matematis, kemampuan representasi dan matematika bagi mereka. Meyakini bahwa koneksi memiliki pengaruh signifikan dengan usaha yang tekun dan ulet dalam sebesar 81,3% terhadap prestasi matematika mempelajari matematika akan membuahkan siswa. Temuan-temuan ini menunjukkan hasil dapat menumbuhkan rasa percaya diri bahwa siswa yang memiliki disposisi siswa dengan kemampuan matematisnya
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