The reciprocal teaching model as the latest solution to improve students’ mathematical representation ability

Abstract

This study aims to examine the improvement in students’ mathematical representation (KRM) after the application of the reciprocal teaching (RT) model. The RT learning model is a group learning process which in its implementation uses four strategies namely 1) concluding, 2) making questions, 3) clarifying, and 4) predicting. This study uses a quasi-experimental method with a non-equivalent pretest and posttest control group design. The subjects of this study were students of mathematics education study programs at Universitas PGRI Palembang academic year 2018-2019. This type of research is quantitative research in which the data were taken in the form of pretest and posttest data whose results show that there is an increase after the implementation of the RT model for student KRM. It can be seen from the n-gain test that gets RT learning models by 0.3 while those who get conventional learning are 0.2. Furthermore, a t-test was performed to see whether it was significant or not, it was found that t-count < t-table so that H0 was rejected, which means there was no significant increase in measuring student KRM.