Pemahaman Matematis Melalui Pembelajaran Kooperatif dengan Strategi Peer Lesson pada Siswa Sekolah Menengah Pertama

Khairini Risma, R.M. Bambang S, Usman Usman

Abstract


The student's ability to understand mathematical concepts in a junior high school in Banda Aceh is in the low category. 26 students selected to be given questions, 73.07% of students were not able to restate the concept of complementary sets, and 61.53% of students were not able to restate the concept of subsets. An alternative that can be done to increase students' understanding of mathematical concepts is by applying the Numbered Head Together Type Cooperative learning model with Peer Lesson Strategies. This study aims to determine the mathematical understanding of students who are taught by cooperative learning model type numbered heads together with a peer lesson strategy is better than students who are taught by conventional learning. The approach used in this study is quantitative with a quasi-experimental research type and Nonequivalent Control Group research design. The population is all students of class VII in a junior high school in Banda Aceh. The samples chosen are the experimental class (VII-2) and the control class (VII-3) through a random sampling technique. The research instrument consisted of a pretest and post-test of the ability to understand mathematical concepts in the form of validated essay questions. The data analysis technique was carried out by t-test at a significance level of 5% after the prerequisites for testing were fulfilled. The results showed that the ability of students' mathematical understanding taught by the Numbered Head Together Cooperative learning model with the Peer Lesson Strategy is better than students taught by conventional learning

Keywords


Mathematical Understanding, Cooperativ, Peer Lesson Strategy, Set.

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References


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