<![CDATA[Abstrak: Penelitian ini bertujuan untuk menguji keefektifan pembelajaran CORE (Connect, Organize, Reflect, Extend) pada pembelajaran geometri transformasi dengan strategi pengelompokan yang berbeda ditinjau dari kemampuan penalaran, prestasi, dan self efficacy. Penelitian ini merupakan penelitian eksperimen semu dengan populasi siswa kelas XI IPA SMA yang baru pertama kali mempelajari materi geometri transformasi. Sampel penelitian sebanyak dua kelas masing-masing terdiri atas 40 siswa. Siswa belajar dengan dikelompokkan secara berpasangan atau kelompok kecil. Data dikumpulkan dengan teknik tes dan nontes serta dianalisis dengan teknik statistik deskriptif dan inferensial (Manova). Hasil penelitian menunjukkan bahwa pembelajaran CORE strategi berpasangan maupun kelompok kecil efektif ditinjau dari Kriteria Ketuntasan Minimum kemampuan penalaran, prestasi dan self efficacy yang ditetapkan, tetapi tidak terdapat perbedaan yang signifikan di antara kedua strategi pengelompokan tersebut. Repeated measures analysis of variance menunjukkan bahwa kompleksitas materi pembelajaran memengaruhi prestasi belajar secara signifikan. Semakin kompleks materi pembelajaran, penggunaan strategi kelompok kecil lebih baik daripada berpasangan. Kata kunci: CORE, kemampuan penalaran, prestasi belajar, self efficacy THE EFFECTIVENESS OF DYAD STRATEGY DURING MATHEMATICS LEARNING BASED ON CORE MODEL Abstract: The purpose of this study is to test the effectiveness of an instruction, namely CORE (Connect, Organize, Reflect, Extend) model, for learning geometry transformation in different grouping strategies (by dyads and small-group work), in terms of reasoning ability, achievement, and self-efficacy. This study was a quasi-experimental research with the entire population of science 11th graders who were novices in geometry transformation. The research samples were two classes which respectively consist of 40 students. Students learned all material either in dyads or small groups.The results showed that CORE instruction model with dyads or small-group work strategies was effective in relation to students’reasoning ability, achievement, and self-efficacy. There was no significant difference between the two grouping strategies. The following repeated measured analysis of variance showed that complexity of learning material significantly affected learning achievement. It is concluded that when the learning material is high in complexity, learning it in small group is better than doing it in dyads. Keywords: CORE, reasoning ability, achievement, self-efficacy]]>
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