Comparison of Mind Mapping and Inside Outside Circle Learning Model on Mathematical Communication Students'

N Mutiara Irfadillah, Puji Lestari

Abstract

The purpose of this study is to examine the two models' implementation for students'
mathematical communication skills. The research method used was a quasi-experiment with a sample of 62 students selected by purposive sampling from two classes, namely Mind Mapping class and Inside-Outside Circle class. The instrument used was a test description of mathematical communication skills and a validated questionnaire. The results showed that the mathematical communication skills of students who obtained Mind Mapping and Inside-Outside Circle learning models did not differ significantly, with the quality of improving mathematical communication skills of the two classes based on the normalized gain test being in the medium category. When viewed from the frequency of students who reach the KKM, both are still less than 75%, so the two learning models' implications cannot be said to be good. However, students'
responses to the learning models provided showed reactions with the right interpretation.

Keywords

Communication Mathematics Ability, Mind Mapping, Inside Outside Circle

References

Hidayanti, R., Darminto, B. P., dan Nugraheni, P. (2019). Studi Komparasi Hasil Belajar Matematika antara Model Pembelajaran Kooperatif Inside-Outside Circle dan Round Club pada Siswa Kelas VII SMP Muhammadiyah Purworejo. Prosiding Sendika, 5(1), 279-284.

Hidayat, F. dan Kusmanto, H. (2016). Pengaruh Metode Mind Mapping dan Model Pembelajaran Kooperatif Tipe Think Pair Share terhadap Kemampuan Komunikasi Matematis Siswa. Eduma, 5(1), 36-46.

Hodiyanto. (2017). Pengaruh Model Pembelajaran Problem Solving Terhadap Kemampuan Komunikasi Matematis Ditinjau dari Gender. Jurnal Riset Pendidikan Matematika 4 (2), 219-228.

Huda, M. (2014). Model-model Pengajaran dan Pembelajaran. Yogyakarta: Pustaka Pelajar.

Madio, S.S. (2016). Pengaruh Pembelajaran Berbasis Masalah Terhadap Kemampuan Penalaran Dan Komunikasi Matematis Siswa Smp Dalam Matematika. Jurnal Pendidikan Matematika 6(2), 93-108. http://dx.doi.org/10.22342/jpm.10.2.3637.93108

Munawaroh, Y. (2014). Penerapan Metode Mind Mapping Dalam Model Coopertive Learning untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa. Skripsi Program Studi Pendidikan Matematika, STKIP Garut: Tidak Diterbitkan.

Purwanti dan Ahmad, A. (2016). Peningkatan Komunikasi Matematis dan Kemandirian Belajar Siswa Melalui Pendekatan Problem Posing Berbantuan Mind Map. Jurnal Didaktik Matematika, 3(2), 19-34.

Putra, R.Y.W. (2015). Pembelajaran Konflik Kognitif Untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa Berdasarkan Kategori Pengetahuan Awal Matematis. Al-Jabar: Jurnal Pendidikan Matematika 6 (2), 155 – 166.

https://dx.doi.org/10.24042/ajpm.v6i2.44

Shoimin, A. (2014). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Ar-Ruzz Media.

Umar, W. (2012) Membangun Kemampuan Komunikasi Matematis dalam Pembelajaran Matematika. Jurnal Infinity, 1(1), 1-9. https://doi.org/10.22460/infinity.v1i1.p1-9

Yunisha, R., Prahmana, R.C.I., & Sukmawati, K.I. (2016). Pengaruh Pendekatan Pendidikan Matematika Realistik Terhadap Kemampuan Komunikasi Matematis Siswa Kelas VII SMP. Jurnal Elemen, 2(2). 136-145. Diambil dari http://ejournal.hamzanwadi.ac.id/index.php/jel/article/view/284