Learning Mathematic With Script and problem-based Settings For representation And Disposition

Script Learning and Problem based Learning : Representation and Disposition

Abstract

This study aims to describe the differences in the influence of geogebra-assisted script cooperative learning models and problem-based learning models on the ability of mathematical representation and disposition students of SMP N 3 Tampaksiring. This quasi-experimental research uses the design of the statistic Group Postest only design which involved 306 students. With the cluster random sampling technique 2 classes are selected as a sample then the experimental class I and experimental class II were chosen. The intervention in the experimental group I was teaching with the influence of a geogebra-assisted script cooperative learning model and in the experimental class II with a problem-based learning model and was carried out in 8 meetings. Data on students' mathematical representation abilities were collected using essay tests and disposition data were collected by questionnaire. Furthermore, the data were analyzed using MANOVA test with a significance level of 5%. The results show that the mathematical representation and disposition abilities of students who take lessons with the geogebra-assisted script cooperative learning model are significantly better than students who take problem-based learning models. Therefore it can be concluded that there are differences in the influence of the geogebra-assisted script cooperative learning model and the problem-based learning model on the mathematical representation and disposition abilities students of SMP N 3 Tampaksiring.