Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah

Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah

The mathematics teaching and learning processes place less emphasis on the ability of understanding and communication in mathematics. Teaching and learning mathematics with cooperative Team-Games-Tournament (TGT) can improve the attitude, cooperation and sharing of knowledge of mathematics among stu...

Full description

Saved in:
Bibliographic Details
Main Author: Chairhany, Sitie
Format: Thesis
Language:eng
eng
Published: 2014
Subjects:
L Education (General)
QA Mathematics
Online Access:https://etd.uum.edu.my/4464/1/s92061.pdf
https://etd.uum.edu.my/4464/7/s92061_abstract.pdf
Tags: Add Tag
No Tags, Be the first to tag this record!
id my-uum-etd.4464
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Veloo, Arsaythamby
topic L Education (General)
QA Mathematics
spellingShingle L Education (General)
QA Mathematics
Chairhany, Sitie
Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah
description The mathematics teaching and learning processes place less emphasis on the ability of understanding and communication in mathematics. Teaching and learning mathematics with cooperative Team-Games-Tournament (TGT) can improve the attitude, cooperation and sharing of knowledge of mathematics among students. This study aims to evaluate the understanding, communication, mathematics achievement and attitude of students and teachers on TGT cooperative learning and explore their perceptions of it. This study used quantitative and qualitative methods involving experiments, questionnaires and interviews. The participants of this study involve 64 Form 11 students of Madrasah Aliyah Riau, Indonesia. Data collection was conducted three times, i.e., the pretest, posttest 1 and posttest 2, which lasted for five weeks each after the pre and posttest. Mathematics test consists of 10 items for comprehension and communication, which were adapted from the Indonesian National Examination (INE). Mathematics attitude was measured using 19 items adapted from Arsaythamby in 2006 while the 20 items used to measure students’ attitudes towards TGT were adapted from Slavin’s in 1995. Semi-structured interviews and observations were used to obtain students’ and teachers’ views on TGT cooperative activities and learning. The findings show that the assessment of TGT towards comprehension, communication and mathematics attitude can improve mathematics achievement. Interviews show that TGT cooperative learning increases interest, motivation and mathematics knowledge sharing among students as compared with conventional learning. This study contributes to knowledge about enhancing effective teaching, active group activities, competition which improves attitudes among students, and mutual help in the teaching of mathematics. TGT encourages students and teachers to be innovative and creative in improving the teaching and learning of mathematics in the classroom, and this can be advantageous to Madrasah Aliyah students when they compete with public schools’ students in mathematics.
format Thesis
qualification_name Ph.D.
qualification_level Doctorate
author Chairhany, Sitie
author_facet Chairhany, Sitie
author_sort Chairhany, Sitie
title Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah
title_short Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah
title_full Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah
title_fullStr Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah
title_full_unstemmed Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah
title_sort pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (tgt) di madrasah aliyah
granting_institution Universiti Utara Malaysia
granting_department Awang Had Salleh Graduate School of Arts & Sciences
publishDate 2014
url https://etd.uum.edu.my/4464/1/s92061.pdf
https://etd.uum.edu.my/4464/7/s92061_abstract.pdf
_version_ 1747827741754916864
spelling my-uum-etd.44642022-05-18T01:39:46Z Pemahaman, komunikasi dan sikap matematik pelajar terhadap pembelajaran koperatif teams-games-tournament (TGT) di Madrasah Aliyah 2014 Chairhany, Sitie Veloo, Arsaythamby Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences L Education (General) QA Mathematics The mathematics teaching and learning processes place less emphasis on the ability of understanding and communication in mathematics. Teaching and learning mathematics with cooperative Team-Games-Tournament (TGT) can improve the attitude, cooperation and sharing of knowledge of mathematics among students. This study aims to evaluate the understanding, communication, mathematics achievement and attitude of students and teachers on TGT cooperative learning and explore their perceptions of it. This study used quantitative and qualitative methods involving experiments, questionnaires and interviews. The participants of this study involve 64 Form 11 students of Madrasah Aliyah Riau, Indonesia. Data collection was conducted three times, i.e., the pretest, posttest 1 and posttest 2, which lasted for five weeks each after the pre and posttest. Mathematics test consists of 10 items for comprehension and communication, which were adapted from the Indonesian National Examination (INE). Mathematics attitude was measured using 19 items adapted from Arsaythamby in 2006 while the 20 items used to measure students’ attitudes towards TGT were adapted from Slavin’s in 1995. Semi-structured interviews and observations were used to obtain students’ and teachers’ views on TGT cooperative activities and learning. The findings show that the assessment of TGT towards comprehension, communication and mathematics attitude can improve mathematics achievement. Interviews show that TGT cooperative learning increases interest, motivation and mathematics knowledge sharing among students as compared with conventional learning. This study contributes to knowledge about enhancing effective teaching, active group activities, competition which improves attitudes among students, and mutual help in the teaching of mathematics. TGT encourages students and teachers to be innovative and creative in improving the teaching and learning of mathematics in the classroom, and this can be advantageous to Madrasah Aliyah students when they compete with public schools’ students in mathematics. 2014 Thesis https://etd.uum.edu.my/4464/ https://etd.uum.edu.my/4464/1/s92061.pdf text eng public https://etd.uum.edu.my/4464/7/s92061_abstract.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia Abdul, R. A. (1999). Wawasan dan agenda pendidikan. Kuala Lumpur. Utusan Publication & Distributors Sdn. Bhd. Adeneye, O. A. A., Alfred, O. F., & Samuel, A. O. O. (2012). Achievement in cooperative versus individualistic goal-structured junior secondary school mathematics classrooms in Nigeria. International Journal of Mathematics Trends and Technology, 3, pp. 7–12. Ahmad, Md, S. (1994). Strategi pendidikan bahasa melayu. Kuala Lumpur: Dewan Bahasa dan Pustaka. Aiken, L. R. (1980). Attitude measurement and research. In D. A. Payne (Ed.). Recent Developments in Afictive Measurement. San Francisco: Jossey-Bass. Akinsola, M. K. (2007). The effect of simulation-games environment on students achievement in and attitudes to mathematics in secondary schools. The Turkish online Journal of Educational Technology, 6(3), pp. 113–119. Allsopp, D. H., Kyger, M. M., & Lovin, L. H. (2007). Teaching mathematics meaningfully: solutions for reaching struggling learners. Baltimore, Maryland: Paul H. Brookes Publishing. Allen, W. H., & VanSickle, R. L. (1984). Learning teams and low achievers. Social Education, 48, pp. 60–64. Ali, M. (2010). Madrasah mulai Sejajar dengan sekolah. Jurnal pendidikan. Diakses daripada http: www.depag.go. id/index.php?a=detilberita&id=5520. Ali, F.A., Seyed, H.S., Manijeh, A., & Hassan, A. M. (2007). A coomparison of the cooperative learning model and tradisional learning model on academic achievement. Journal of Applied Sciences, 7(1), pp. 137–140. Amy, S. G., & Omaha, N. E. (2011). Cooperative groups in eighth grade math. Project report. University of Nebraska-Lincoln. Andrew, K. S. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, pp. 63–75. Ansari, B. I. (2004). Menumbuhkembangkan kemampuan pemahaman dan komunikasi matematis siswa SMU melalui strategi Think-Talk-Write (Unpublished doctoral dissertation). Universitas Pendidikan Indonesia, Bandung. Arends. (1997). Classroom instruction and management. New York: Mc Graw-Hill Companies. Inc. Arifah, N. R. (2009). Model pembelajaran kooperatif tipe Teams-Games-Tournament (TGT) sebagai upaya meningkatkan keaktifan belajar matematika siswa Di SMP Negeri 4 Depok Yogyakarta (Skripsi Sarjana). Universitas Negeri Yogyakarta, Yogyakarta. Arsaythamby, V. (2006). Bias ujian aneka pilihan matematik KBSM berdasarkan perbezaan individu dan orientasi pembelajaran matematik (Unpublished doctoral dissertation). Universiti Utara Malaysia, Kedah. Arsaythamby, V., & Rosna, A. H. (2009). International Journal of Management Studies Formerly as Jurnal Analisis, 16(1), Universiti Utara Malaysia, Kedah. Arsaythamby, V., & Shamsuddin, M. (2011). Hubungan sikap, kebimbangan dan tabiat pembelajaran dengan pencapaian matematik tambahan. Asia Pacific Journal of Education and Education, 26(1), pp. 15–32. Arsaythamby, V., & Sitie, C. (2012, October). Fostering students’ attitudes and achievement in probability using Teams-Games-Tournaments. Paper Conference on Learning, Teaching & Educational Learship, Belgium. Autry, S. (2002). Attitude and achievement using two approaches for first-grade mathematics instruction. Paper presented ant the annual meeting of The Mid-South Education Research Association, Chattanooga, TN. Azizi. (2005). Kepentingan kefahaman konsep dalam matematik. Universiti Teknologi Malaysia. Azrul, A. (1988). Satu tinjauan mengenalpasti factor-faktor yang mempengaruhi mata pelajaran lukisan kejuruteraan di Sekolah Menengah Kebangsaan Mersing (Tesis Sarjana Muda). Universiti Teknologi Malaysia. Badan Standar Nasional Pendidikan Indonesia. (2006). Panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah. Jakarta: BSNP, Depdiknas. Bansu, I. A. (2004). Kontribusi aspek talking dan writing dalam pembelajaran untuk mengembangkan kemampuan pemahaman dan komunikasi matematik siswa. Makalah Seminar Nasional Matematika di Universitas Pendidikan Indonesia, Bandung. Baroody, A. J., & Hume, J. (1991). Meaningful mathematics instruction: The case of fractions. Remedial and Special Education, 12(3), pp. 54–68. Baroody, A. J. (1993). Problem solving, reasoning and communicating, K-8. helping children think mathematically. New York: Macmillan Publishing Company. Barnett, C., Miller, G., Polito, T. A., & Gibson, L. (2009). The effect of an integrated course cluster learning community on the oral and written communication skills and technical content knowledge of upper-level college of agriculture students. Iowa State University. Journal of Agricultural Education, 50(2), pp. 1–11. Bassette, L. P. (2004). Assessment of the attitude and outcomes of student enrolled in developmental community college at Prince George’s Polytechnic. Institude and State University. Bell, A. (1986). Diagnostic teaching: 2—Developing conflict-discussion lessons. Mathematics Teaching, 116, pp. 26–29. Ben-Ari, M. (2001). Theory-guided technology in computer science. Science and Education, 10(5), pp. 477–484. Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school teachers. Larchmont, NY: Eye on education. Bernero, J. (2000). Motivating students in math using cooperative learning. Eric docoment reproduction service no. ED 446999. Bognan, R. C., & Biklen, S. K. (1982). Qualitative research for education: an introduction to theory and methods. Sydney, Toronto: Allyn and Bacon, Inc. Brand, E., Lange, R., & Winebrenner, S. (2004). Tracking, ability grouping, and the gifted. Pennsylvania Association for Gifted Education. Retrieved from http://www.penngifted.org/tracking.cfm. Briana, L. B. (2010). Enhancing student achievement through cooperative learning at the elementary level (Submitted in partial fulfillment of the requirements for the degree of master). Arts in Education at Northern Michigan University. Cai, J., Lane, S., & Jakabcsin, M. S. (1996). In P.C Elliot dan M.J Kenney (Eds). The role of open-ended tasks and holistic scoring rubrics: Assessing student’s mathematical reasoning and communication, yearbook communication in mathematics K-12 and beyond. Reston, VA: The National Council of Teachers of Mathematics. Cai, J., & Patricia. (2000). Fostering mathematical thingking throught multiple solutions mathematics teaching in middle school. Vol V. USA. NCTM. Chairhany, S. (2007). Meningkatkan kemampuan pemahaman dan penalaran logis siswa MA melalui model Pembelajaran Generatif (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Chatman, L. S., & D. Allen. (2003). Approaches to cell biology teaching. cooperative learning in the science classroom-beyond students working in groups. Cell Boilogy Education, 2, pp. 1–5. Charalampos, T. (2004). Cooperative study teams in mathematics classrooms. International Journal of Mathematical Education in Science and Technology, 35(5), pp. 669–679. DOI: 10.1080/ 0020739042000232529. Chiesi, F., & Primi, C. (2010). Learning probability and statistics: Cognitive And Non-Cognitive Factors Related To Psychology Students’achievement Department of Psychology, University of Florence, Italy. Proceedings of the Eighth International Conference on Teaching Statistics, Ljubljana, Slovenia. Voorburg. Retrieved from http://www. stat.auckland.ac.nz/~iase/publications.php. Christine, C. H. (2010). Cooperative learning and the gifted student in the elementary classroom (Doctoral dissertation). The Faculty of the School of Education Liberty University. Churchill, G. A., Jr. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16, pp. 64–73. Cirilia, P. (2003). Gender, abilities, cognitive style and students’ achievement in cooperative learning. Horizon of Psyhology, 12(4), pp. 9–22. Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates. Cook, T. M., & Camphell, D. T. (1979). Quasi-experimentation: Design & analysis issues for field settings. Boston Mass: Hougton Miffin. Cooper, J., & Croyle, T. R. (1984). Attitude and attitude change. Annual Review of Psychology, 35, pp. 395–426. Cox, R. C. (1993). Education aspects of criterion-referenced measures. In evaluation aspect of criterion-referenced measurement: An introduction. New Jersey: Educational Publication. Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: SAGE Publications. Creswell, J. W. (2005). Educational research, planning, conducting and evaluating quantitative and qualitative research (2nd ed). New Jersey: Prentice Hall. Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), pp. 124–131. Darnius, O. (2004). Pemakaian peluang dalam membuat keputusan: Suatu Tinjauan dalam Masalah Grosir. Jurnal FMIPA Universitas Sumatera Utara. Demir, B. (2005). The effect of instruction with problem posing on tenth grade students’ probability achievement and attitudes toward probability. (Submitted in partial fulfillment of the requirements for the degree of master). Department of Secondary School Science and Mathematics Education. Denzin, N. K., & Lincoln, Y. S. (2005). Handbook of qualitative research (3nd ed). Thousand Oaks, CA: Sage. Deutsch, M. (1949). A theory of cooperative and competition. Human Relations, 2. Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education 13, pp. 105–122. Edi, T. (2011). The enhancement of mathematical communication and self regulated learning of senior high school students through PQ4R strategya accompanied by refutation text reading. This paper has been Presented at International Seminar and the Fourth National Conference on Mathematics Education, Yogyakarta University, Edwards, K. J., & De Vries, D. L. (1972). Learning games and student teams: Their effects on student attitudes and achievement (Report No. 147). Baltimore: Center for Social Organization of Schools, Johns Hopkins University. Ee Ah, Meng. (1996). Psikologi pendidikan dalam darjah. Kuala Lumpur: Fajar Bakti. Ellsworth, J. Z., & Buss, A. (2000). Autobiographical stories from preservice elementary mathematics and science students: Implications for K-16 teaching. School Science and Mathematics, 100(7), pp. 355–365. Elizabeth, A. van Es., & Conroy, J. (2009). Using the performance assessment for California teacher to axamine pre-service teacher’ conceptions of teaching mathematics for understanding. Issues in Teacher Education. University of California, Irvine. English, L. D. (Ed). (2002). Handbook of international research in mathematics education. New Jersey Lawrence Erlbaum Associate. Erlina, R. R. (2009). Growth points in students’ developing understanding of function in equation form University of the Philippines Mathematics. Journal Education Research, 21(1), pp. 31–53. Ernawati. (2003). Meningkatkan Kemampuan Pemahaman Konsep Matematika Siswa SMU melalui Pembelajaran Berbasis Masalah. (Skripsi sarjana tidak dipublikasikan). Universitas Pendidikan Indonesia, Bandung. Fachrurrozie., & Indah, A. (2009). Teams Games Tournament sebagai upaya peningkatan kemampuan belajar mahasiswa pada mata kuliah Matematika Ekonomi. Jurnal Pendidikan Ekonomi, 4(1), pp. 51–68. Fan, L., & Quek, K. S. (2005). Assessing singapore students’ attitudes toward mathematics and mathematics learning. Findings from a Survey of Lower Secondary Students, Nanyang Technological University, Singapore. Felder, R. M., & Brent, R. (2001). Effective strategies of cooperative learning. Cooperation & Collaboration in College Teaching, 10, pp. 69–75. Fengfeng, K., & Barbara, G. (2007). Gameplaying for maths learning: cooperative or not? British Journal of Educational Technology, 38(2), pp. 249–259. doi: 10.1111/j.1467-8535.2006.00593.x. Fraenkel, J. R., & Walen, N. E. (1990). How to design and evaluate research in education (2nd ed). New York: McGraw-Hill Publishing Company. Furner, J. M., & Berman, B. T. (2003). Math anxiety: Overcoming a major obstacle to the improvement of student math performance. Childhood Education, 79(3), pp. 170–175. Fuson, K. C. (1990). Conceptual structures for multiunit numbers: Implication for learning and teaching multidigit addition, substraction, and place value. Cognition and Instruction, 7, pp. 343–404. Gal, I. (2005). Towards "Probability Literacy" for All Citizens: Building Blocks and Instructional Dilemmas" in Jones, G. (ed.) Exploring Probability in School: Challenges for Teaching and Learning. New York: Springer pp. 39-64. Galton, M., Hargreaves, L., & Pell, T. (2009). Group work and whole-class teaching with 11- to 14 year olds compared. Cambridge Journal of Education, pp. 119–140. Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), pp. 197–213. Ginsburg, P. H. (1996). Entering the child's mind. TC Today 22(2): http: www.tc.columbia.edu/newsbureau/TCToday/ 9612Page1.htm. Gokhale, A. (1995). Collaborative learning enhances critical thingking. [online]. Scholar.lib.vt.edu/ejounals/JTE/te-v/gokhale/te-v7n1.htm. Graceful, O., & Raheem, A. L. (2011). Cooperative instructional strategies and performance levels of students in reading comprehension. Journal of Educational Science, 3(2), pp. 103–107. Greenes, C., & Schulman, L. (1996). Communication proscsses in mathematical explorations and investigations. In P.C. Elliot and M.J Kenney (Eds) 1996. Yearbook. Communication in Mathematics, K-12 and Beyond USA: NCTM. Hair, J. F. (Jr)., Anderson, R.E., Tatham, R.L., & Black, W. C. (1998). Multivariate data Analysis (5nd ed). New Jersey, USA: Prentice Hall International, Inc. Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49, pp. 25– 46. Hiebert, J. (1984). Children's mathematics learning: The struggle to link form and understanding. The Elementary School Journal, 84(5), pp. 497–510. Hitchcock, G., & Hughes, D. (1989). Research and the teacher: A qualitative introduction to school-based research. London and New York. Hodiono, B. (2005). Representasi dalam pembelajaran matematika: alternatif pembelajaran berorientasi teknologi informasi dan komunikasi. Makalah Seminar Matematika di Universitas Pendidikan Indonesia, Bandung. Holt, D. D., (Ed) (1993). Cooperative learning: a response to linguistic and cultural diversity. McHenry, IL: Center for Applied Linguistic and Delta Systems, Inc. Hongshick, J. (2012). Teaching and learning probability with mathematical modelling. Hanyoung Foreign Language High School 12th International Congress on Mathematical Education. Huiker, D., & Laughlin, C. (1996). Talk You into writing . In P.C Elliot and M.J Kenney (Eds) 1996. Yearbook. Communication in Mathematics, K-12 and Beyond. USA: NCTM. Hulukati, E. (2005). Mengembangkan kemampuan komunikasi dan pemecahan masalah matematika siswa SMP melalui model Pembelajaran Generatif. (Unpublished doctoral dissertation). Universitas Pendidikan Indonesia, Bandung. Ibrahim, M., dkk. (2000). Pembelajaran koperatif. Surabaya: UNESA. Institute of Education Sciences. (2010). Cooperative integrated reading and composition. WWC Intervention Report. Isrok’, A. (2006). Pembelajaran matematik dengan strategi koperatif Tipe Teams Achievement Divisions untuk meningkatkan kemampuan pemecahan masalah dan komunikasi siswa SMA. (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Janesick, V. (2001). The assessment debate: A reference handbook. Santa Barbara: ABC-CLIO, Inc. Johnson, D. W., & Johnson, R. T. (1991). What to say to people concerned with the education of high ability and gifted students. Unpublished Manuscript. Johnson, D. W., et al. (1994). Cooperative learning in the classroom. Alexandria: ASCD. Johnson, D. W., & Johnson, R. T (1999). Learning together and alone (5nd ed). Needham Heights: Allyn and Bacon. Johnsen, S. (2009). Improving achievement and attitude through ooperative learning in math class. Action Research Projects. University of Nebraska-Lincoln. Joyce, P., Gall, M. D., Borg., & Walter, R. (1999). Cooperative learning. Applying educational research: A practical guide. (4nd ed). pp. 144–118. New York, NY: Longman. Kagan, S. (1990). The structural approach to cooperative learning. Educational Leadership, 47(4), pp. 12–15. Kagan, S. (1992). Cooperative learning resources for teachers. Riverside, CA: University of California at Riverside. Kagen, S. (1993). The structural approach to cooperative learning. In DD Holt (Ed.), Cooperative learning: A Response to Linguistic and Cultural Diversity (pp. 9–17). McHenry, IL: Center for Applied Linguistics and Delta Systems, Inc. Kagan, S. (2000) Kagan structures- not one more program. A better way to teach any program. Kagan Online Magazine, pp. 1–8. Kagan, D. S. (2003). Addressing the life skills crisis. Retrieved may 15, 2010, from Kagan Prodctions and Professional Development: http://www.kaganonline.com. Kamus Dewan. (1996). Kuala Lumpur: Dewan Bahasa dan Pustaka. Kamaruddin, H. (1997). Psikologi dalam bilik darjah. Kuala Lumpur: Utusan Publications and Distributors. Karena, M. C. (2006). Improving student attitudes a study of a mathematics curriculum innovation. (Doctoral dissertation). Kansas State University, Manhattan. Kariadinata, R. (2001). Peningkatan pemahaman dan kemampuan analogi matematika siswa SMU melalui Pembelajaran Koperatif. (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Keri, W., & Plattsmouth, N. E. (2010). Communication of mathematics within cooperative learning groups. In partial fulfillment of the MAT Degree Department of Mathematics, University of Nebraska-Lincoln. Kiranawati. (2007). Model teams games tournament. Retrieved from http://kiranawati.blog.wooodpress.com. Konold, C., & Kazak, S. (2008). Reconnecting Data and Chance. Technology Innovations in Statistics Education, 2(1). Online: http://repositories.cdlib.org/uclastat/cts/tise/ vol2/iss1/art1/. Krol, K., Janssen, J., Veenman, S., & van der Linden, J. (2004). Effects of a cooperative learning program on the elaborations of students working in dyads. Educational Research and Evaluation, 10(3), pp. 205–237. Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction 3(4), pp. 305–342. Lesh, R., Post. T., & Behr, M. (1987). Representation and translations among representations in mathematics learning and problem solving. Problems of representation in teaching and learning mathematics. C. Janvier. Hillsdale, Lawrence Erlbaum Associates. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications. Linda, T. M. (2004). Satu kajian keberkesanan Pembelajaran Koperatif (kaedah Jigsaw) dalam mata pelajaran sains tingkatan empat di daerah Sibu, Sarawak. (Skripsi Sarjana Muda). Universiti Teknologi Malaysia. Lindquist, M., & Elliot, P.C. (1996). Communication an imperative for change: A conversation with Mary Lindquist. In Communication in Mathematics K-12 and Beyond, 1996 Year Book. National Council of Teachers of Mathematics. Liu, X., Kaplan, H.B., & Risser, W. (1992). Decomposing the reciprocal relationships between academic achievement and general self-esteem. Youth and Society, 24, pp. 123–148. Lumsden, G., & Lumsden, D. (2000). Communicating in groups and teams. Wadswort/ Thomson Learning, 15. Mahony, M. (2006). Teams-Games-Tournament (TGT) cooperative learning and review. NABT Coference. Momahony@uts.utoronto.ca Mansor, A. (1984). Komunikasi dalam pengurusan. Dewan Bahasa dan Pustaka, Kuala Lumpur, pp. 15– 16. Ma, X., & Xu, J. (2004). Determining the causal ordering between attitude toward mathematics and achievement in mathematics. American Journal of Education, 110(5), pp. 256- 280. Ma, X., & Kishor, N. (1997). Assessing the relationship between attidute toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematic Education, 28 (1), pp. 26–47. Manzo, A. (1995) Higher-order thingking strategis for the classroom, (online) http://members. aol.com/MattT10574/HigherOrder Literacy. Maree, J. G., Prinsloo, W. B. J., & Claassen, N. C. W. (1997). Manual for the Study Orientation Questionnaire in Maths (SOM). Pretoria: Human Sciences Research Council. Marsigit. (2004). Konsep dasar Kurikulum 2004 (matematik) Sekolah Menengah Atas/Madrasah Aliyah Negeri. Jurnal PMIPA Universitas Negeri Yogyakarta, pp. 1–10. Masriyah. (2002). Model pengajaran langsung. Makalah disajikan pada Pelatihan TOT Pembelajaran Kontekstual di Surabaya. Matlin, M.W. (1994). Cognition. State University of New York, Geneseo. Matthews, & Tessel-Baska, V. (1992). Gifted students and the inclusive classroom. regional educational laboratory on-line. Retrieved from http://www.nwrel.org/msec/just_good/9/ch3.html. McGlaughlin., Knoop., & Holiday. (2005). Differentiating students with mathematics difficulty in college: Mathematics disabilities vs. no diagnosis. University of Missouri-Columbia. McManus, S. M., & Gettinger, M. (1996). Teacher and student evaluations of cooperative learning and observed interactive behavior. The Journal of Educational Research, 90(1), pp. 13–22. Merriam, S. B. (1988). Case study research in education: A qualitative approach. California & Oxford: Jossey-Bass Publishers. Muhammad, S. F., & Syed, Z. U. (2008). Students’ attitude towards mathematics. Pakistan Economic and Social Review, 46(1), 75-83. Murphy, C. (2012). Investigating the teaching of probability at senior cycle. Resource & Research Guides, 4(2). Nasser, F. (2004). Structural model of the effects of cognitive and affective factors on the achievement of arabic-speaking pre-service teachers in introductory statistics. Journal of Statistics Education, 12. Online: www.amstat. org/publications/ jse/v12n1/nasser.html. Nasution, S. (1992). Metodologi penelitian naturalistic-kualitatif. Bandung Tarsito. Newstead, K., & Murray, H. (1998). Young students' constructions of fractions. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME22), Stellenbosch, South Africa. Nunnally, J. C. (1978). Psychometric theory (2nd ed), USA: McGraw-Hill. Nunnally, J.C., & Bernstein, I. H. (1994). Psychometric theory (3nd ed), USA: McGraw-Hill. Nurhadi. (2004). Kurikulum 2004 pertanyaan & jawaban. Jakarta: Grasindo. Okebukola, P. A. (1985). The relative effectiveness of cooperative and competitive interaction techniques in strengthening students’ performance in science classes. Science Education, 69, pp. 501–509. Ong, B. L. (1995). Sikap terhadap mata pelajaran elekth prinsip akaun di kalangan pelajar di Pulau Pinang. (Unpublished master’s thesis). Universiti Utara Malaysia. Olson, L. (2005). NAEP Gains are elusive in Key Areas. Education Week. Pajares, F. (2009). Toward a positive psychology of academic motivation: The Role of Self-Efficacy Beliefs. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 149–160). New York: Taylor and Francis. Papanastasiou, C. (2000). Effect of attitude and beliefs on mathematics achievement. Studies in Educational Evaluation, 26(I), pp. 27–42. Parameswaran, R (2009). Understanding rolle’s theorem. The Mathematics Educator, 19( 1), pp. 18–26. Parameswaran, R. (2010). Expert mathematicians approach to understanding definitions. The Journal Mathematics Educator. 20(1), pp. 43–51. Paulien, C. M., Nico, V., & Douwe, B. (2002). Multi-method triangulation in a qualitative study on teachers’ practical knowledge: An attempt to increase internal validity. Kluwer Academic Publishers. Printed in the Netherlands, 36, pp. 145–167. Patrick, H., Bangel, N. J., Jeon, K., & Townsend, M. (2007). Reconsidering the issue of cooperative learning with gifted students. Prufrock Press Inc. on-line. Retrieved from http://www.prufrock.com. Patricia, M. (2011). Using voice thread for communication in mathematics writing. MST Program. New York Institute of Technology. Patton, M. Q. (1987). Qualitative evaluation mMethods. Beverly Hills: Sage Publications. Pearson J., C., & Nelson P. E. (2000). An introduction to human communication understanding dan sharing (8nd ed). Amerika Syarikat: McGraw-Hill Higher Education.. Peterson, S. E. (1992). College students attrihbution for performance on cooperative taks. Contemporary Educational Pschology. 177, pp. 114–124. Piaget, J. (1926). The language and thought of the child. New York: Harcourt Brace. Pirie, S. E. B., & Kieren. (1994). Growth in mathematical understanding: How can we characterize it and how can we represent it? Educational Studies in Mathematics 26(2,3), pp. 165–190. Fiske, S. T., & Taylor, S. E. (2008). Social cognition: From brains to culture. New York: McGraw-Hill. Polya, G. (1999). Efforts to increase mathematics for all through communication in mathematics learning. [Online]. Retrieved from: http://72.14.203.104/search?q=eache:IVSmQCvwl-4J:www.icmcorganiser.dk/dg03/Gerardus.doc+gerar dus+polla%2Bin+mathematics&hl=id&gl=id&ct=clnk& cd=5. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93, pp. 223–231. Pugalee, D. A. (2001). Using communication to develop students mathematical literacy. 6(5). 296-299 [Online]. Retrieved from: http://www.my.nctm.org/erces/articlesummaryasp? URI=MTMS 2001-01-296 & from=B[26/03/2005]. Rahadi, M. (2002). Penerapan model belajar koperatif tipe Teams-Games-Tournaments dalam pembelajaran matematika Sekolah Menengah Umum. (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Rahman, A. (2004). Meningkatkan kemampuan pemahaman dan kemampuan generalisasi matematik siswa SMP melalui Pembelajaran Berbalik. (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Rahil, M. (1995). Psikologi pembelajaran. Kuala Lumpur: Dewan Bahasa dan Pustaka. Rittle-Johnson, B., & M-W. Alibali. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology 91(1): pp. 175–189. Rittle-Johnson, B., & R. S. Siegler, et al. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), pp. 346–362. Robinson, A. (1991). Cooperative learning and the academically talented student. The National Research Center on the Gifted and Talented. University of Arkansas at Little Rock, Arkansas. Rohaeti, E. E. (2003). Pembelajaran matematika dengan menggunakan metode IMPROVE untuk meningkatkan pemahaman dan kemampuan komunikasi matematis siswa SMP. (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Rohani, A. H. (1998). Keperluan pendidikan abad ke-21. Projek Sekolah Bestari. Prosiding Seminar Isu-Isu Pendidikan Negara. Universiti Kebangsaan Malaysia: pp. 26–27. Ruseffendi, E. T. (1991). Pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika untuk meningkatkan CBSA. Bandung: Tarsito. Sa’adiah, S. (2000). Analisa kesilapan dan konsep: Satu kajian terhadap pperasi nomor dan fakta asas untuk penguasaan kemahiran matematik pelajar tahap II tahun 4 sekolah rendah di daerah Kluang Johor. (Master’s thesis). Universiti Teknologi Malaysia. Sam, M. (2005). An investigation of the relationship between students’ attitude toward learning matematics and matematics achievement with respect to gender among 10th grade public school students in Amman, Jordan. (Unpublished doctoral dissertation). University of Oklahoma. Sandra, L. A. (1999). Listening to students. Teaching Children Mathematics. 5(5), pp. 289–295. Sandra, S. S., & Shickley, N.E. (2006). Cooperative learning groups in the middle school mathematics classroom. Snyder Final Paper, University of Nebraska-Lincoln. Scott, J., & Curtis, N. E. (2009). Improving achievement and attitude through cooperative learning in Math Class. Action Research Projects Paper 64, University of Nebraska-Lincoln. Retrieved from http://digitalcommons.unl.edu/mathmidactionresea rch/64. Schoen, H. L., Bean, D.L., & Ziebarth, S. W. (1996). Embedding comunication throughout the curriculum. Communication in Mathematics. K-12 and Beyond. Reston,VA. NCTM. Schoenfeld, A. H. (1985). Mathematical problem solving. New York, Academic Press. Schreiber, J. B. (2002). Institutional and student faktors and their influence on advanced mathematics achievement. The Journal of Educational Research, 95(5), pp. 274–286. Sharan,Y., & Sharan, S. (1990). Group investigation expands cooperative learning. Educational Leadership, 47(4), pp. 17–21. Sharan, H., & Sharan, S. (1994). Talking, relation and achieving effects of cooperative learning and whole-class instruction. The Journal of Cognitionand Instruction, 72, pp. 373–380. Sherman, L. W., & Thomas, M. (1986). Mathematics achievement in cooperative versus individualistic goal_ structured high school classroom. Journal of Educational Researcher, 79, pp. 169–172. Shield, M. (1996). A communication. aid for clarifying and developing mathematical ideas and processes. Comunication in Mathematics K-12 and Beyond. (pp. 33–39).USA: NCTM. Siegel, C. (2005). Implementing a research-based model of cooperative learning. The Journal of Educational Research, 98(6), pp. 339–349. Siregar, M. (2005). Pembelajaran matematika dalam pelaksanaan kurikulum 2004: permasalahan dan solusinya. Makalah Seminar Nasional Matematika di Universitas Pendidikan Indonesia, Bandung. Skemp, R. R. (1979). Intelligence, learning, and action: A foundation for theory and practice in education. Chichester, England, John Wiley & Sons. Slavin, R. E. (1990). Cooperative learning: theory, research and practice. Massachussetts: Simon & Schuster Inc. Slavin, R. E. (1989/1990). Research on cooperative learning. Consensus and controversy. Educational Leadership, 47(4), pp. 52–54. Slavin R. E. (1993). Cooperative learning and achievement: An empirically-based theory. American Educational Researce Association, Atlanta, GA. Slavin, R. E. (1995). Cooperative learning theory, research, and practice (2nd ed). America: Allyn and Bacon. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know what we need to know. Contemporary Educational Psychological, 21, pp. 43–69. Slavin, R. E. (1997). When does cooperative learning increase students achievement? In reading in cooperative learning for undergraduate mathematics. Dubinsky and D. Mathews (Eds), Washington DC: The Mathematical Associaton of America. Spradley, J. P. (1980). Participant observation, New York, London and Sydney: Holt, Rinehart and Wiston. Soedyarto, N., & Maryanto. (2008). Matematika untuk SMA dan MA Kelas XI, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional. Stevens, J. (1996). Applied multivariate statistics for the social sciences (3nd ed). Mahwah. NJ: Lawrence Erlbaum. Steyn, T., & Maree, J. G. (2002). A profile of first-year students’ learning preferances and study orientation in mathematics, South African Journal of Education. Suhaidah, T. (2006). Pemahaman konsep pecahan dalam kalangan tiga kelompok pelajar secara keratan lintang. (Unpublished master’s thesis). Universiti Teknologi Malaysia, Skudai. Suherman, E., & Kusumah, Y. (1990). Petunjuk praktis untuk melaksanakan evaluasi pendidikanm Matematika. Bandung: Wijayakusumah. Suherman, E., dkk. (2001). Strategi pembelajaran matematika kontemporer. Bandung: JICA–Universiti Pendidikan Indonesia. Sulivan, P., & Mousley, J. (1996). Natural communication in mathematics classroom: what does it look like. In Clarkson. Philip C. (Ed) Technology in Mathematics Education. Melbourne: Merga. Sumarmo, U. (2003). Pembelajaran keterampilan membaca matematika. Makalah pada Pelatihan Nasional TOT Guru Matematika dan Bahasa Indonesia SLTP, Bandung. Sumarmo, U. (2010). Berfikir dan disposisi matematik apa, mengapa, dan bagaimana dikembangkan pada peserta didik. Jurnal FPMIPA Universitas Pendidikan Indonesia, pp. 1–27. Supriyoko. (2008). Problema besar madrasah. Republika Post. Supriyono. (2011). Developing Mathematical Learning Device Using Ttw (Think- Talk-Write) Strategy Assisted By Learning Cd To Foster Mathematical Communication. Paper presented at International Seminar and the Fourth National Conference on Mathematics Education, Yogyakarta. Susetyo, B. (2004). Hubungan motivasi, minat, sikap dengan prestasi belajar fisika, matematika, kimia, dan biologi di FMIPA dan EPMIPA. Laporan Penelitian, Jakarta. Suzana, Y. (2003). Meningkatkan kemampuan pemahaman dan penalaran matematika SMU pembelajaran dengan pendekatan metakognitif. (Unpublished master’s thesis). Universiti Pendidikan Indonesia, Bandung. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5nd ed), Boston: Pearson Education. Tanner, K., & Marr, M. B., (1997). Cooperative learning: Brief review, reading and writing quarterly: Overcoming, Learning Difficulties, 13, pp. 7–20. Tapia, M., & Marsh, G. (2004). An instrument to measure mathematics attitudes. Academic Exchange, pp. 16–21. The National Council of Teacher of Mathematics (1989). Curriculum and Evaluation Standarts for School Mathematics. Reston, VA: NCTM. The National Council of Teachers of Mathematics (1996). Principles and Standards for School Mathematics. Reston, VA: NCTM. The National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM. The National Council of Teachers of Mathematics (2006). Principles and Standards for School Mathematics. Reston, VA: NCTM. The National Council of Teachers of Mathematics (2010). Retrieved from http://standards.nctm.org/docume nt/appendix/process.htm. The New Oxford American Dictionary. (2005). New York: Oxford University. Thomson, N (2002). Mathematics Education: A Summary of Research, Theories, and Practice. Retrieved from http://www.nelson.com. Tsay. M., & Brady. M. (2010). A case study of cooperative and communication pedagogy. Journal of the Scholarship of Teaching and Learning, 10(2), pp. 78 –89. Ulya, N. (2007) Upaya meningkatkan kemampuan penalaran dan komunikasi matematik siswa SMP/MTS melalui pembelajaran kooperatif Tipe Teams-Games-Tournaments (TGT). (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Vaughn, W. (2002). Effects of cooperative learning on achievement and attitude among students of color. The Journal of Educational Research, 95(6), pp. 359–364. Vygotsky, L. (1978). Mind and society. Cambridge, MA: Harvard University Press. Watson, A. (2002). Teaching for understanding. Aspects of Teaching and Learning Mathematics in the Secondary School: Perspectives on Practice. L. Haggarty, London. Webb, N. M. (1982). Stundet interaction and learning in small groups. Review of Educational Review of Educational Research, 53(3), pp. 421–445. Whicker, K. M., Bol. L., & Nunnery J. A. (1997). Cooperative in the secondary matematics classroom. The Journal of Educational Research, 91: pp. 42–48. Wiebe-Berry, R. A., & Kim, N. (2008). Exploring teacher talk during mathematics instruction in an inclusion classroom. Journal of Educational Research, 101(6), pp. 363–378. Wihatma, U. (2004). Meningkatkan kemampuan komunikasi matematik siswa SLTP melalui “Cooperative Learning” tipe student Teams-Achievement Divisions (STAD) (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Wikanengsih. (2005). Pembelajaran koperatif Tipe Teams-Games-Tournament (TGT) dalam pembelajaran membaca pemahaman sebagai upaya untuk meningkatkan kemampuan membaca siswa. (Unpublished master’s thesis). Universitas Pendidikan Indonesia, Bandung. Within. (1992). Mathematics task centers. proffesional development and problem solving. In J. Wakefield and L. Velardi. (Eds). Celebrating Mathematics Learning. Melbourne: The Mathematical Association of Victoria. Yamarik, S. (2007). Does cooperative learning improve student learning outcomes? Journal of Economic Education, 38(3), pp. 259–277. Yoong, W. K. (1992). On becoming a reflective teacher, learning with the filipino matematics education. Journal of Science and Matematics Education in Southeast, 12(2), pp. 48–56. Zainudin., & Ibrahim. (2009). Pengaruh Sikap, Minat, Pengajaran Guru dan Rakan Sebaya Terhadap Pencapaian Matematik Pelajar. (Master’s thesis). Universiti Malaysia. Zamrah, Y. (1999). Satu kajian mengenal pasti factor-faktor kelemahan pencapaian matematik di kalangan pelajar tingkatan empat di tiga buah sekolah menengah di daerah Pasir Mas, Kelantan. Kertas Kerja Penyelidikan, Universiti Teknologi Malaysia. Zawawi, T. Z. (2005). Pengetahuan pedagogi isi kandungan bagi tajuk pecahan di kalangan guru matematik sekolah rendah. (Doctoral dissertation). Universiti Kebangsaan Malaysia. Zieffler, A., Garfield, J., Alt, S., Dupuis, D., Holleque, K., & Chang, B. (2008). What does research suggest about the teaching and learning of introductory statistics at the college level? A review of the literature. Journal of Statistics Education, 16(2). Online: www.amstat.org/publications/jse/v16n2/zieffler. html. Zuchdi. (1990). Penyusunan proposal penelitian kualitatif. Makalah Pelatihan Yogyakarta: IKIP Yogyakarta.

Similar Items