PENERAPAN MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DENGAN PENDEKATAN RME SCAFFOLDING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP

MARDIANA, Binti Adnan (2026) PENERAPAN MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DENGAN PENDEKATAN RME SCAFFOLDING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan komunikasi matematis merupakan aspek penting yang perlu dimiliki oleh siswa untuk menyampaikan ide serta memahami konsep lebih dalam. Hasil pra penelitian menunjukkan bahwa pencapaian kemampuan komunikasi matematis yang dimiliki siswa masih tergolong rendah. Hal tersebut mendasari peneliti untuk melakukan penelitian dengan menerapkan model pembelajaran Kooperatif Think Pair Share dengan pendekatan RME Scaffolding. Penelitian ini bertujuan untuk menguji apakah terdapat perbedaan peningkatan kemampuan komunikasi matematis siswa antara pembelajaran kooperatif Think Pair Share dengan pendekatan RME Scaffolding, pembelajaran kooperatif Think Pair Share, dan pembelajaran konvensional. Metode penelitian yang digunakan adalah eksperimen dengan jenis quasi experimental design. Populasi pada penelitian ini yaitu siswa kelas VII MTs Negeri 2 Pesawaran yang terdiri dari 9 kelas. Teknik pengambilan sampel menggunakan teknik Purposive sampling, yaitu kelas eksperimen 1 menggunakan model Think Pair Share dengan pendekatan RME Scaffolding , kelas eksperimen 2 menggunakan model Think Pair Share tanpa pendekatan RME Scaffolding, dan kelas kontrol menggunakan pembelajaran Discovery Learning. Instrumen penelitian berupa tes kemampuan komunikasi matematis berbentuk soal uraian. Analisis data dilakukan melalui uji prasyarat yaitu uji normalitas N-Gain dan homogenitas N-Gain serta uji hipotesis menggunakan Uji One Way Anova karena nilai signifikasi sebesar 0,000 < 0,05 sehingga terdapat perbedaan peningkatan hasil belajar, maka dilakukan uji lanjut Post Hoc menggunakan uji Bonferroni dan diperoleh kesimpulan bahwa kelas eksperimen 1 yang menggunakan model pembelajaran kooperatif Think Pair Share dengan pendekatan RME Scaffolding memiliki peningkatan kemampuan komunikasi matematis yang lebih tinggi dibandingkan kelas eksperimen 2 dan kelas kontrol. ABSTRACT Mathematical communication skills are an important aspect that students need to possess in order to convey ideas and understand concepts more deeply. Preliminary research results indicate that students’ achievement in mathematical communication skills is still relatively low. This finding prompted the researcher to conduct this study by applying the Think Pair Share cooperative learning model with the RME Scaffolding approach. This study aims to test improvements in students’ mathematical communication skills among the Think Pair Share cooperative learning model with the RME Scaffolding approach, the Think Pair Share cooperative learning model, and conventional learning. The research method used is an experiment with a quasiexperimental design. The population in this study consists of seventhgrade students at MTs Negeri 2 Pesawaran, comprising 9 classes. The sampling technique used was purposive sampling, wherein experimental class 1 employed the Think Pair Share model with the RME Scaffolding approach, experimental class 2 used the Think Pair Share model without the RME Scaffolding approach, and the control class utilized Discovery Learning. The research instrument consisted of a mathematical communication skills test in the form of essay questions. Data analysis was conducted using prerequisite tests, namely the N-Gain normality and N-Gain homogeneity tests, as well as a hypothesis test using a one-way ANOVA, since the significance value was 0.000 < 0.05, indicating a significant difference in learning outcomes. therefore, a post hoc test was conducted using the Bonferroni test, and it was concluded that Experimental Class 1, which used the Think Pair Share cooperative learning model with the RME Scaffolding approach, showed a higher improvement in mathematical communication skills compared to Experimental Class 2 and the control class.

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