The Effect of The Application of Auditory Intellectually Repetition (AIR) Learning Model on the Ability to Understand Mathematical Concepts Reviewed from Mathematical Logic Intelligence in Learners
Abstract
This study aims to find out the differences: the ability to understand mathematical concepts using auditory intellectually repetition (AIR) learning models and conventional learning models and students' mathematical concept comprehension ability in terms of mathematical logic intelligence and the influence of interactions between intellectually and repetition (AIR) learning models and mathematical logic intelligence on the ability to understand mathematical concepts. This research is a quasi-experiment with the design of a nonequivalent control group design. Students of class VIII MTsN 1 Makassar City are the population of this study. Sample determination is carried out by means of simple random sampling. The ability test for understanding mathematical concepts and the questionnaire of mathematical logic intelligence of students are the instruments used in this study. The analysis techniques in this study used descriptive statistical analysis and inferential statistical analysis. Based on the results of the analysis obtained (1) there is a difference in the ability to understand mathematical concepts between the application of the Auditory Intellectually and Repetition (AIR) learning model and the conventional learning model of class VIII MTsN 1 Makassar City students (2) there are differences in the ability to understand mathematical concepts in terms of mathematical logic intelligence of class VIII MTsN 1 Makassar City students (3) tidak terdapat pengaruh interaksi antara model pembelajaran Intellectually and Repetition (AIR) dan kecerdasan logika matematik terhadap kemampuan pemahaman konsep matematika siswa kelas VIII MTsN 1 Kota Makassar.
Downloads
References
Ainia, Q., Kurniasih, N., & Sapti, M. (2012). Eksperimentasi Model Pembelajaran Auditory Intellectually Repetition (AIR) terhadap Prestasi Belajar Matematika ditinjau dari Karakter Belajar Siswa Kelas VII SMP Negeri Se-Kecamatan Kaligesing Tahun 2011/2012. Universitas Negeri Surabaya. http://eprints.uny.ac.id/id/eprint/10079
Amran, A., Suhendra, S., Wulandari, R., & Farrahatni, F. (2021). Hambatan Siswa dalam Pembelajaran Daring pada Mata Pelajaran Matematika pada Masa Pandemik Covid-19 di Sekolah Dasar. Jurnal Basicedu, 5(6). https://doi.org/10.31004/basicedu.v5i6.1538
Burhan, A. V., Suherma, & Mirna. (2014). Penerapan Model Pembelajaran AIR Pada Pembelajaran Matematika Peserta Didik Kelas VIII SMPN 18 Padang. Jurnal Pendidikan Matematika, 3(1). https://docplayer.info/35743751-Penerapan-model-pembelajaran-air-pada-pembelajaran-matematika-siswa-kelas-viii-smpn-18-padang.html
Darkasyi, M., Johar, R., & Ahmad, A. (2014). Peningkatan Kemampuan Komunikasi Matematis dan Motivasi Siswa dengan Pembelajaran Pendekatan Quantum Learning pada Siswa SMP Negeri 5 Lhokseumawe. Jurnal Didaktik Matematika, 1(1), 21–34. http://www.jurnal.unsyiah.ac.id/DM/
Fitri, S., & Utomo, R. B. (2016). Pengaruh model pembelajaran auditory, intellectually, and repetition terhadap kemampuan pemahaman konsep di SMP Pustek Serpong. Jurnal E-DuMath, 2(2). https://doi.org/10.52657/je.v2i2.182
Fitriana, M., & Ismah, I. (2016). Pengaruh Model Pembelajaran Auditory Intellectually Repetition terhadap Hasil Belajar Matematika Siswa ditinjau dari Kedisiplinan Siswa. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 2(1). https://doi.org/10.24853/fbc.2.1.59-68
Hidayat, D. R., Rohaya, A., Nadine, F., & Ramadhan, H. (2020). Kemandirian Belajar Peserta Didik dalam Pembelajaran Daring Pada Masa Pandemi Covid -19. Perspektif Ilmu Pendidikan, 34(2), 147–154. https://doi.org/10.21009/pip.342.9
Khadijah, S., & Sukmawati, R. A. (2013). Efektivitas Model Pembelajaran Audiotory Intellectually Repetition dalam Pengajaran Matematika di Kelas VII MTs. EDU-MAT: Jurnal Pendidikan Matematika, 1(1). https://doi.org/10.20527/edumat.v1i1.568
Komariyah, S., Afifah, D. S. N., & Resbiantoro, G. (2018). Analisis Pamahaman Konsep dalam Memecahkan Masalah Matematika Ditinjau Dari Minat Belajar Sisiwa. SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial Dan Humaniora, 4(1). https://doi.org/10.30738/sosio.v4i1.1477
Martha, P. (2016). Hubungan antara Kecerdasan Logis Matematis, Kecerdasan Linguistik, dan Kecerdasan Visual-Spasial dengan Hasil Belajar Matematika Siswa Kelas X TE SMK Negeri 2 Salatiga. Universitas Kristen Satya Wacana Salatiga. http://repository.uksw.edu/handle/123456789/9792
Nurhidayat, M. (2016). Pengaruh Penerapan Model Pembelajaran Problem Based Instruction (PBI) terhadap Hasil Belajar Peserta Didik Kelas VII Ditinjau dari Kecerdasan Logis Matematis Pada Mts. As’adiyah Kampiri Kab. Wajo. UIN Alauddin Makassar. http://repositori.uin-alauddin.ac.id/id/eprint/1209
Suherman. (2003). Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA-UPI.
Utami, Y. P., & Cahyono, D. A. D. (2020). Study At Home : Analisis Kesulitan Belajar Matematika. Jurnal Ilmiah Matematika Realistik, 1(1), 20–26. https://doi.org/10.33365/ji-mr.v1i1.252
Utari, D. R., Wardana, M. Y. S., & Damayani, A. T. (2019). Analisis Kesulitan Belajar Matematika dalam Menyelesaikan Soal Cerita. Jurnal Ilmiah Sekolah Dasar, 3(4), 534–540. https://doi.org/10.23887/jisd.v3i4.22311
Yustina, S., Irhasyuarna, Y., & Kusasi, M. (2015). Penerapan Metode Pembelajaran Problem Solving Terhadap Kemampuan Berpikir Kritis Siswa pada Materi Koloid Kelas XI IPA SMA Negeri 4 Banjarmasin. Quantum Jurnal Inovasi Pendidikan Sains, 6(2). https://doi.org/10.20527/quantum.v6i2.1165
Copyright (c) 2022 Naufal Qadri Syarif, Ulfiani Rahman, Fitriani Nur, Suharti, Lisnasari Andi Mattoliang
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.