PENGARUH MODEL PEMBELAJARAN SIMAS ERIC BERBANTUAN ICE BREAKING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS DITINJAU DARI MOTIVASI BELAJAR

NESSA, FARIKA IZANI (2024) PENGARUH MODEL PEMBELAJARAN SIMAS ERIC BERBANTUAN ICE BREAKING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS DITINJAU DARI MOTIVASI BELAJAR. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Model pembelajaran SIMAS ERIC telah banyak dilakukan oleh penelitian terdahulu dalam meningkatkan kualitas pembelajaran matematika. Namun belum ditemukan penelitian yang menerapkan model pembelajaran SIMAS ERIC dengan bantuan ice breaking dan motivasi belajar dalam hal meningkatkan representasi matematis. Tujuan penelitian ini untuk mengetahui dampak model pembelajaran SIMAS ERIC berbantuan ice breaking dan motivasi belajar terhadap representasi matematis peserta didik kelas VIII SMP Negeri 4 Natar pada materi Bangun Ruang Sisi Datar. Teknik analisis data dilakukan secara kuantitatif dengan Uji Anava (Analisis Variansi) Dua Arah. Hasil penelitian diperoleh bahwa: (1) model pembelajaran SIMAS ERIC dibantu dengan ice breaking berdampak terhadap kemampuan representasi matematis (2) tingkat motivasi belajar tidak berdampak terhadap kemampuan representasi matematis (3) model pembelajaran SIMAS ERIC berbantuan ice breaking dan motivasi belajar tidak berhubungan terhadap kemampuan representasi matematis. Kata Kunci: Model Pembelajaran SIMAS ERIC, Motivasi belajar, Representasi Matematis iv ABSTRACT The SIMAS ERIC learning model has been widely used in previous research to improve the quality of mathematics learning. However, no research has been found that applies the SIMAS ERIC learning model with the help of icebreaking and learning motivation in terms of improving mathematical representation. The aim of this research is to determine the impact of the SIMAS ERIC learning model assisted by icebreaking and learning motivation on the mathematical representation of class VIII students at SMP Negeri 4 Natar on the material Building a Flat-Side Room. The data analysis technique was carried out quantitatively using the Two-Way Anova (Variance Analysis) Test. The research results showed that: (1) the SIMAS ERIC learning model assisted by icebreaking had an impact on mathematical representation abilities (2) the level of learning motivation had no impact on mathematical representation abilities (3) the SIMAS ERIC learning model assisted by icebreaking and learning motivation were not related to mathematical representation abilities Keywords: Learning Motivation, Mathematical Representation, SIMAS ERIC Learning Model

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