PENGARUH PENGGUNAAN MODEL PENGELOMPOKAN, MODEL LUAS DAERAH DAN MODEL GARIS BILANGAN DALAM PENANAMAN KONSEP PECAHAN UNTUK PEMBELAJARAN OPERASI PECAHAN

Surat, I Made (2020) PENGARUH PENGGUNAAN MODEL PENGELOMPOKAN, MODEL LUAS DAERAH DAN MODEL GARIS BILANGAN DALAM PENANAMAN KONSEP PECAHAN UNTUK PEMBELAJARAN OPERASI PECAHAN. J. Pijar MIPA, 15 (2). pp. 157-164. ISSN 1907-1744

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Abstract

This study aims to determine the difference in influence between fraction concept learning with grouping models, area area models, and number line models in embedding fraction concepts in terms of the level of verbal ability of educators. This research is an experimental factorial treatment by level 3x2, with a population of 188 people. Consisting of all fourth-grade elementary school students in Darmasaba Village, Abiansemal District, Badung Regency. The research sample was taken using a double step group technique, with a sample size of 120 students. The data of this study were obtained through tests and report card grades. Data were analyzed by variance analysis techniques, with unequal cell frequencies. Tests of analysis requirements including normality distribution tests and variance homogeneity tests, respectively using Lilieffors statistics and Levene statistics. From the results of descriptive statistical analysis it is known that the percentage of mastery of fraction concepts which includes, (1) learners' understanding of fractions in fraction learning groups with grouping models, area models and number line models, respectively 63%, 65.8 %, and 60%; (2) students' understanding of the concept of fractions worth (PKPS) in fraction concept learning groups with grouping models, model area and number line models respectively 50%, 59% and 59.5%; (3) the ability of students to carry out fraction addition and subtraction operations (KOPP) in fraction concept learning groups with grouping models, regional area models and number line models, respectively 52%, 59% and 56.2%. The results of the variance analysis for the over all test in the three groups showed significantly different results. In PKPS planting F-hit value = 12,193 and opportunity error p <0,01, as well as interaction between model and verbal ability with F-intr value = 6,833 at signi fi can’t level of significance <0,01. Likewise, KOPP obtained value F-hit = 6.59 and p value <0.01 and there was an interaction with the values F = 6.47 and p <0.01. With the interaction, it is continued with a comparison of mean between cells in groups of students with low verbal ability level, showing: (1) fraction concept learning with regional model and number line model shows better results from fraction concept learning with grouping models in instilling PKPS (t = 5.59 with p <0.01 and t = 4.13 with p <0.01); towards KOPP, fraction concept learning with area model shows the best results from grouping models and number line models (t = 5.29 with p <0.01 and t = 3.08 with p <0.01), while learning the fraction concept with a number line model has the same effectiveness as the grouping model (t = 2.197 with a value of p> 0.01); (3) the effect of using the model both in PKPS planting and on KOPP depends on the level of verbal ability of the students. Based on the findings above, it can be suggested to Elementary Teachers in teaching mathematics, that in fraction concept learning should prioritize the use of the area model then can be followed by a number line model.

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