Comparison Learning Model between Reciprocal Teaching and Problem Posing for Student Mathematical Understanding (Experiment at SMP 97 Jakarta)
Selly Anastassia Amellia Kharis (a*), Ellis Salsabila (a),

a) Faculty of Mathematics and Science, Universitas Negeri Jakarta
Jalan Rawamangun Muka, Jakarta 13220, Indonesia
*sellyanas[at]yahoo.com

Abstract

The ability to understand mathematical concepts is one of the abilities needed by students in mathematics learning. This study aims to compare learning model between reciprocal teaching and problem posing for student mathematical understanding. This research was conducted at SMP 97 Jakarta in class VII on the subject of One Variable Linear Equations. The research method used quasi experiment. The sampling technique uses two stage sampling; purposive sampling and cluster random sampling. Based on the research data, the average value of understanding the mathematical concept of experimental class I (reciprocal teaching model) is 70.83 while the experimental class II (problem posing model) is 64.35. The normality test using the Liliefors. Homogeneity testing using Fishers test. The research hypothesis test uses t-test statistics and the value of t count = 2.153 and t table = 1.667. Because tcount> t table, then H0 is rejected at the significance level &

Keywords: Student Mathematical Understanding, Problem Posing, Reciprocal Teaching

Topic: Mathematics

Link: https://ifory.id/abstract-plain/YM4nmuceyRHp

Web Format | Corresponding Author (Selly Anastassia Amellia Kharis)