Kemampuan Pemahaman Konsep Matematis Menggunakan Model Pembelajaran Search, Solve, Create and Share (SSCS)
DOI:
https://doi.org/10.32505/qalasadi.v9i2.10984Keywords:
Mathematical Concept Understanding Ability, SSCS ModelAbstract
Abstrak
Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep matematika peserta didik melalui model pembelajaran Search, Solve, Create, dan Share (SSCS) pada kelas VIII di MTsN 1 Pesisir Selatan. Metode yang digunakan dalam penelitian ini adalah desain quasi-eksperimental dengan randomized control group only design. Sampling acak digunakan untuk memilih sampel, dengan kelas VIII B sebagai kelas eksperimen dan VIII A sebagai kelas kontrol. Instrumen penelitian ini adalah tes pemahaman konsep matematika. Hasil penelitian menunjukkan bahwa rata-rata skor pemahaman konsep matematika kelas eksperimen (81,25) lebih baik daripada kelas kontrol (71,88). Pengujian statistik menggunakan uji t pada taraf signifikansi 0,05 menunjukkan bahwa lebih besar dari . Berdasarkan hasil ini, terdapat perbedaan yang signifikan antara kedua kelas. Akibatnya, model SSCS terbukti lebih efektif dalam meningkatkan pemahaman konsep matematika peserta didik dibandingkan dengan model ekspositori. Oleh karena itu, diharapkan dari hasil ini pendidik dapat memutuskan untuk menggunakan SSCS sebagai model pembelajaran alternatif.
Kata kunci: Model SSCS, Kemampuan Pemahaman Konsep Matematis.
Abstract
This research aimed to analyze students' mathematical concept comprehension abilities through the Search, Solve, Create, and Share (SSCS) learning model in grade VIII at MTsN 1 Pesisir Selatan. The method used in this study was a quasi-experimental design with a randomized control group only design. Random sampling was used to select the sample, with class VIII B as the experimental class and VIII A as the control class. The research instrument was a mathematical concept comprehension test. The results showed that the average mathematical concept comprehension score of the experimental class (81.25) was better than that of the control class (71.88). Statistical testing using a t-test at a significance level of 0.05 showed that the was greater than the t-table. Based on these results, there was a significant difference between the two classes. As a result, the SSCS model proved to be more effective in improving students' mathematical concept comprehension than the expository model. Therefore, it is hoped that based on these results, teachers can decide to use SSCS as an alternative learning model.
Keywords: SSCS Model, Mathematical Concept Understanding Ability.
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References
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