Enhancing Students’ Mathematical Representation Ability Using the Concrete-Pictorial-Abstract Approach

Azmidar Azmidar, Darhim Darhim, Jarnawi Afghani Dahlan

Abstract


Abstract: Mathematical representation ability is basic for others’ mathematical ability, such as understanding ability, communication ability, reasoning ability, and problem-solving ability. The purpose of this research was to analyze the enhance students’ mathematics representation ability using the Concrete-Pictorial-Abstract Approach in the group (CPA-G) based on prior mathematical ability. The research method used the quasi-experimental with pre-response and post-response design. The population of this research was students grade VII. This research uses two classes which selected purposely, an experimental group that receives CPA-G and a control group that received regular learning (RL). Prior mathematical ability and mathematical representation ability tests were used as an instrument in this research. The result shows that the mathematical representation ability of students in high and middle of prior mathematical ability category, who received CPA-G higher than students who only received RL. This approach can enhance students’ mathematical representation ability, especially on the visual and symbolic representation.

Keywords: The Concrete-Pictorial-Abstract approach in the group, mathematical representation ability, quasi experimental research

 

Abstrak: Kemampuan representasi matematis merupakan dasar dalam pencapaian kemampuan-kemampuan matematika lainnya seperti kemampuan pemahaman, kemampuan komunikasi, kemampuan penalaran, dan kemampuan pemecahan masalah. Tujuan penelitian ini adalah menganalisis peningkatan kemampuan representasi matematis siswa menggunakan pendekatan Concrete-Pictorial-Abstract berkelompok (CPA-G) berdasarkan kemampuan awal matematis. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain pre-respon dan post-respon. Populasi dalam penelitian ini adalah seluruh siswa kelas VII. Penelitian ini menggunakan dua kelas yang dipilih secara purposive, yaitu kelas eksperimen yang memperoleh pembelajaran dengan pendekatan CPA-G, dan kelas kontrol yang memperoleh pembelajaran biasa. Instrumen yang digunakan adalah kemampuan awal matematis dan tes kemampuan representasi matematika siswa. Hasil penelitian menunjukkan bahwa kemampuan representasi matematis siswa pada kategori tinggi dan sedang yang memperoleh pembelajaran dengan pendekatan (CPA-G) lebih tinggi daripada siswa yang memperoleh pembelajaran tradisional. Pendekatan (CPA-G) dapat meningkatkan kemampuan representasi matematis siswa, khususnya pada aspek visual dan simbolik.

Kata kunci: Pendekatan Concrete-Pictorial-Abstract berkelompok, kemampuan representasi matematis, penelitian kuasi eksperimen.

 

DOI: http://dx.doi.org/10.23960/jpmipa/v22i1.pp67-76


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