PENGARUH PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL RECIPROCAL TEACHING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIKA SISWA MTsS UTAMA NAGASARIBU

  • Sahriani Siregar Universitas Graha Nusantara
  • Mohd. Arifin Universitas Graha Nusantara
  • Alvi Sahrin Nasution Universitas Graha Nusantara

Abstract

 

This research is a quasi-experimental research by obtaining relevant information for the problems studied and using objective analysis to obtain valid conclusions. For data collection tools, tests and observations are used. From the results of the pre-test, 34 students have not succeeded in understanding the set material. Meanwhile, 6 students have managed to understand the set material. Judging from the average initial ability of students before the set material was taught, it was 47.38. So the level of student mastery on the set material with conventional learning is very low. After learning with Reciprocal Teaching, it was found that 2 students had not succeeded in understanding the subject of the volume of cubes and blocks. Meanwhile, 38 students have succeeded in understanding the set material. Judging from the average initial ability of students before the application of the Reciprocal Teaching learning model on the set material, that is 47.38 and after making improvements to the learning outcomes, the data obtained is 80.13, then the comparison of students' mastery levels on the set material can be improved, namely the category is good. Based on the results of the study, it can be concluded that there is an increase in students' creative thinking skills who are taught after applying the Reciprocal Teaching learning model to the set material in class VII MTsS Utama Nagasaribu for the 2020-2021 academic year.

 

 

 

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Published
2021-11-01
How to Cite
Siregar, S., Arifin, M., & Nasution, A. (2021, November 1). PENGARUH PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL RECIPROCAL TEACHING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIKA SISWA MTsS UTAMA NAGASARIBU. JURNAL MathEdu (Mathematic Education Journal), 4(3), 6-11. https://doi.org/https://doi.org/10.37081/mathedu.v4i3.3140