EFEKTIVITAS PENGGUNAAN MODEL AUDITORY, INTELLECTUALLY, REPETITION (AIR) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SEMESTER GENAP SMP ADVENT BANDAR LAMPUNG TAHUN PELAJARAN 2020/2021
Keywords:
: auditory intellectually repetition (air), mathematical communicationAbstract
The problem in this study is related to the less than optimal mathematical communication skills of students. Therefore, the purpose of this study was to find out and analyze the difference in average mathematical communication skills using the AIR learning model and those applying the Conventional learning model to class VIII students in the Even Semester of Adventist Middle School Bandar Lampung in the 2020/2021 academic year. The study used experimental methods. The population in this study were all students of class VIII SMP Advent Bandar Lampung which consisted of 2 classes with a total of 36 students. The research sample is class VIII A, totaling 18 students as the experimental class and VIII B, totaling 18 students as the control class. The sample was taken using the Total Sampling technique. Students' mathematical communication skills were measured using a test in the form of an essay as many as 6 questions which were first tested for validity and reliability. Testing the hypothesis in this study using the t test. The results of hypothesis testing show the value of t = 2,53. From the t distribution table at a significant level of 5%, it is known that t = = 1,70, meaning that t > t is 2,53 > 1,70, where the test criteria are not met, so it can be concluded that "the average mathematical communication ability of students who applying the AIR model is higher than the average mathematical communication ability of students who apply the Conventional model in class VIII Even semester of Bandar Lampung Adventist Middle School in the 2020/2021 academic year, with an average value of mathematical communication skills of experimental class students of 79.44 greater from the control class of 65 or it can be said that the AIR model is effective in influencing students' mathematical communication skills.
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