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Jurnal Riset Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 23562684     EISSN : 24771503     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Arjuna Subject : -
Articles 10 Documents
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Search results for , issue "Vol 7, No 2: November 2020" : 10 Documents clear
Investigating mathematical conversation in remote learning of mathematics during the covid-19 pandemic Ayunda Sri Wahyuningrum; Titin Latifah
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.34841

Abstract

Remote learning that must be carried out by schools in Indonesia during the COVID-19 pandemic was a challenge for most teachers. This study aimed to investigate mathematical conversations maintained by the teachers in remote learning of mathematics during the COVID-19 pandemic. It was a descriptive qualitative study that was analyzed based on school time during the pandemic, online teaching platforms used, the way the teachers carry out remote learning of mathematics, and how the teachers and the students interact. The data were collected from three mathematics teachers and eight students in a public senior high school in Bekasi District, Indonesia. They were interviewed by phone, and then the results of the interview were complemented by several captures of the students' conversations when learning mathematics via WhatsApp. This study revealed that remote learning of mathematics was still dominated by a rigid or less interactive learning environment, which could be seen from how the teachers gave mathematics problems, questions, and instructions, as well as how they responded to student questioning.
Kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa Tika Abri Astuti; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.16453

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa. Kompetensi guru dikelompok­kan ke dalam empat ranah, yaitu kompetensi pedagogik, profesional, sosial, dan kepribadian. Penelitian ini merupakan penelitian survei. Data penelitian dikum­pulkan melalui angket, data sekunder hasil Ujian Kompetensi Guru (UKG) tahun 2015, dan nilai UAS siswa kelas VII tahun ajaran 2016/2017. Populasi penelitian adalah guru matematika SMP di Kabupaten Sleman dengan sampel pene­litian sebanyak 72 guru. Sampel ditentukan dengan proportional random sam­pling. Untuk mengetahui hubungan antara variabel kompetensi guru dan pres­tasi belajar siswa digunakan analisis Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian mengungkapkan bahwa: (1) kompe­tensi guru dapat menjelaskan prestasi belajar siswa sebesar 44,7%; (2) terdapat kontribusi positif dan signifikan antara kompetensi pedagogik dan kom­petensi profesional terhadap prestasi belajar siswa dengan nilai prediksi secara bertu­rut-turut yaitu 0,247 (t = 1,97, p 0,05) dan 0,248 (t = 2,343, p 0,05); dan (3) kompetensi sosial dan kepribadian tidak berpengaruh signifikan ter­hadap pres­tasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,227 (t = 1,316, p 0,05) dan 0,070 (t = 0,410, p 0,05) Contribution of junior high school mathematics teacher competence on student’s achievementAbstractThis research aimed to describe the contribution of junior high school mathe­matics teacher competence to student achievement. Teacher competence was grouped into four domains, namely pedagogic, professional, social, and perso­nality. This research was survey research. The research data was collected through a questionnaire, secondary data on the 2015 teacher com­petency exa­mination results, and the seventh-grade students’ final school exa­mination sco­res for the 2016/2017 academic year. The population was junior high school mathematics teachers in Sleman Regency, Indonesia, with a sample of 72 tea­chers. The sample was determined by proportional random sampling. To deter­mine the relationship between teacher competence and students’ lear­ning achi­evement, we used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. The results of the study revealed that: (1) teacher compe­tence could explain students' achievement by 44.7%; (2) there was a positive and significant contribution between pedagogic competence and professional com­petence on students’ achievement with a predictive value of 0.247 (t = 1.97, p 0.05) and 0.248 (t = 2.343, p 0.05), respectively; and (3) social and perso­nality competence did not had a significant effect on student achievement with predictive values of 0.227 (t = 1.316, p 0.05) and 0.070 (t = 0.410, p 0.05), respectively.
Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa Dafid Slamet Setiana; Riawan Yudi Purwoko
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.34290

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas XII SMA Negeri Punung, Kabupaten Pacitan. Subjek penelitian sebanyak enam siswa dengan masing-masing dua siswa untuk gaya belajar visual, auditorial, dan kinestetik. Data penelitian diambil melalui angket gaya belajar, tes kemampuan berpikir kritis, dan wawancara. Data angket dianalisis untuk menentukan jenis gaya belajar siswa, sedangkan data hasil tes dianalisis berdasarkan aspek kemampuan berpikir kritis matematis yaitu FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada masing-masing gaya belajar memiliki tingkatan yang berbeda. Siswa dengan gaya belajar visual memiliki kemampuan berpikir kritis pada kriteria sangat baik, siswa dengan gaya belajar auditorial memiliki kemampuan berpikir kritis pada kriteria cukup, sedangkan siswa dengan gaya belajar kinestetik memiliki kemampuan berpikir kritis pada kriteria baik.  Namun demikian ketiganya mempunyai potensi kuat untuk mengembangkan kemampuan berpikir kritis dalam matematika melalui stimulasi dari guru. Analysis of critical thinking skills in terms of students' mathematics learning stylesAbstractThis study aimed to describe critical thinking skills in terms of students’ mathematics learning styles. It was a qualitative descriptive study. The study subjects were twelfth-grade students of SMA Negeri Punung (Public Senior High School), Pacitan Regency, Indonesia. The subjects were six students, with two students each for visual, auditory, and kinesthetic learning styles. The data were taken through learning style questionnaires, critical thinking skills tests, and interviews. The questionnaire data were analyzed to determine the type of student learning style, while the test result data were analyzed based on aspects of mathematical critical thinking skills, namely FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. The results showed that students’ critical thinking skills in each learning style had different levels. Students with visual learning styles have the critical thinking skills on very good criteria, students with auditory learning styles have the critical thinking skills on moderate criteria, while students with kinesthetic learning styles have the critical thinking skills on good criteria. However, all three have strong potential to develop critical thinking skills in mathematics through stimulation from the teacher.
Learning trajectory berbasis proyek pada materi definisi himpunan Widi Astuti; Ariyadi Wijaya
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.16483

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan learning trajectory ber­basis proyek yang dilalui siswa untuk memahami definisi himpunan. Penelitian desain ini menggunakan model Gravemeijer dan Cobb dengan tahapan yang terdiri atas: (1) preparing for the experiment yang mencakup penyusunan hypo­thetical learning trajectory (HLT); (2) design experiment yang mencakup pe­laksanaan pembelajaran berdasarkan HLT yang telah dirancang; dan (3) retro­spective analysis, yaitu membandingkan HLT dengan pembelajaran yang dilak­sanakan. Pengembangan HLT menjadi learning trajectory diperoleh melalui serangkaian aktivitas yang dilaksanakan dengan pengumpulan data melalui dokumentasi, observasi, dan wawancara dengan guru dan siswa untuk meng­klarifikasi dan mengonfirmasi alur belajar. Hasil penelitian mengindikasikan bahwa pembelajaran berbasis proyek dapat memfasilitasi siswa dalam mema­hami definisi himpunan. Learning trajectory definisi himpu­nan berbasis proyek diperoleh melalui serangkaian aktivitas dengan empat level pemodelan. Level situasional berupa aktivitas survei kumpulan objek di sekolah. Pada level refe­rensial, istilah “ciri-ciri yang sama”, “dapat didefinisikan”, dan “objek tambah­an”, dan “kesepakatan” muncul melalui diskusi. Pada level generalisasi, siswa me­nuliskan himpunan dalam bentuk yang lebih umum. Ter­akhir, pada level for­mal, pemahaman yang siswa peroleh dari setiap aktivitas merupakan modal un­tuk membangun konsep tentang definisi himpunan.Project-based learning trajectory on the definition of the set topicAbstractThis research aimed to describe the project-based learning trajectory pass­ed through by students to understand the set definition. This design research used Gravemeijer and Cobb model with stages: (1) preparing for the experiment that includes developing hypothetical learning trajectory (HLT); (2) design of expe­riments which includes learning practices implementation based on the deve­loped HLT; and (3) retrospective analysis, which was to compare HLT with learning practices. The development of HLT into a learning trajectory was ob­tained through a series of activities carried out by collecting data through docu­mentation, observation, and interviews with the teacher and students to clarify and confirm the learning trajectory. The results indicated that project-based learning could facilitate students to understand the definition of set. The lear­ning trajectory was obtained through a series of acti­vities with four levels of modeling. The situational level was in the form of a survey activity aimed to collect objects in the school area. At the referential level, the terms “common features”, “definable”, “additional objects”, and “agree­ment” emerged thro­ugh discussion. At the generalization level, students wrote the set in a more general form. Lastly, at the formal level, the under­standing that students get from each activity was a provision to construct a concept about set definition.
Development of trigonometry learning kit with a STEM approach to improve problem solving skills and learning achievement Aulia Nur Arivina; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.35063

Abstract

This study aimed to produce the trigonometry learning kit for tenth-grade high school students using the STEM (Science, Technology, Engineering, and Mathematics) approach properly. This study was development research using the ADDIE model, which consisted of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. This study's subjects were tenth-grade high school students (n = 32) in Semarang, Indonesia. Data collection was carried out through questionnaires and tests. To assess the learning kit's validity, we used a questionnaire with the expert (mathematics education lecturers) as data sources. To assess the learning kit's practicality, we used the questionnaire (with teacher and student as data sources) and observation sheets. We used a test to assess the learning kit's effectiveness in terms of problem-solving skills and learning achievement. This development resulted in the trigonometry learning kit in the form of lesson plans or Rencana Pelaksanaan Pembelajaran (RPP) and worksheets or Lembar Kerja Peserta Didik (LKPD) using the STEM approach properly (meet the criteria of being valid, practical, and effective). The learning kit characteristics were: facilitating problem-solving skills and learning achievement, using problems related to Science, Technology, Engineering, and Mathematics, and organizing based on the Engineering Design Process (EDP) steps.
Proses metakognisi mahasiswa calon guru matematika dalam memecahkan masalah piramida hitung Erlina Prihatnani; Daniel Supriyadi
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.36732

Abstract

Metakognisi merupakan salah satu faktor penentu keberhasilan seseorang dalam memecahkan masalah. Penelitian kualitatif ini bertujuan untuk men­deskripsikan proses metakognisi mahasiswa calon guru matematika dalam menyelesaikan soal Piramida Hitung (Pitung) yang merupakan permasalahan non rutin terkait operasi bilangan bulat. Subyek penelitian adalah tiga maha­siswa Pendidikan Matematika Universitas Kristen Satya Wacana Salatiga angkatan 2019. Kriteria pemilihan subyek yaitu: mahasiswa yang berhasil memecahkan tiga tantangan dalam Pitung (tepat dua operasi hitung, tepat tiga operasi hitung, dan tepat empat operasi hitung), komunikatif, dan bersedia menjadi subyek. Data dikumpulkan melalui tes tertulis, think aloud, dan wawancara. Hasil penelitian menunjukkan bahwa proses metacognitive awareness (menyadari pengetahuan dan pengalaman terdahulu, menyadari pola strategi yang dibuat, dan menggunakan informasi pada soal untuk penyelesaian masalah), metacognitive regulation (membuat perencanaan, merevisi langkah penyelesaian, memikirkan dan menemukan jawaban lain), dan metacognitive evaluation (menilai kapasitas berpikir, menilai hasil pekerjaan, dan menilai pemahaman diri sendiri) terjadi saat  proses pemecahan masalah dengan bentuk beragam untuk setiap subjeknya. Selain itu, metakognisi juga membantu subyek dalam membuat strategi penyelesaian menjadi lebih efektif. The process of metacognition of prospective mathematics teachers in solving number pyramid problemsAbstractMetacognition was one of the determining factors for a person’s success in problem-solving. This qualitative research aimed to describe prospective tea­chers’ metacognition process in solving the Number Pyramid or Piramida Hi­tung (Pitung) problem, non-routine problems related to integer operations. The subjects were three mathematics education students of Universitas Kristen Satya Wacana Salatiga, Indonesia. The criteria for selecting subjects, namely: students were succeeded in solving three challenges in the Pitung (exactly two-number operations, three-number operations, and four-number operations), communicative, and willing to be the subject. Data were collected using the written test, think aloud, and interviews. The results showed that process of metacognitive awareness (be aware of previous knowledge and experience, be aware of the pattern of strategies created, and use the information in problems for problem-solving); metacognitive regulation (made plans, revised comple­tion steps, think about, and found others answers); and metacognitive eva­luation (assessed thinking capacity, assessed work results, and assessed self-understanding) occurred during the problem-solving process in various forms for each subject. Also, metacognitive helped the subjects in making the comple­tion strategy more effective.
Inisiasi Kahoot! sebagai variasi pembelajaran kalkulus bagi mahasiswa teknik lingkungan Achmad Fauzan; Muthia Citra Safira; Elita Nurfitriyani Sulistyo
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i1.33735

Abstract

Penelitian bertujuan untuk menguji perbedaan hasil belajar antara mahasiswa yang mengikuti pembelajaran Kalkulus menggunakan media Kahoot! dengan yang tidak menggunakan Kahoot! serta tingkat kesesuaian dari penggunaan media pembelajaran Kahoot!. Penelitian ini merupakan penelitian kuantitatif dengan subjek penelitian adalah mahasiswa baru Prodi Teknik Lingkungan Tahun Angkatan 2019/2020 sebanyak 82 orang dan Angkatan 2018/2019 sebanyak 40 orang. Digunakan t-test dan Wilcoxon test untuk menguji perbedaan signifikansi rata-rata dari dua grup yang saling bebas. Tingkat kesesuaian dianalisis menggunakan Importance-Performance Analysis (IPA) yang menggambarkan antara kinerja dengan harapan. Sebagai bahan evaluasi diberikan feedback yang dianalisis menggunakan text mining dengan sentiment analysis yang divisualisasikan menggunakan word cloud berbantuan Program R. Hasil penelitian menunjukkan bahwa secara keseluruhan tidak terlalu berbeda rata-rata hasil belajar dari kedua kelompok. Namun, jika menggunakan media Kahoot!, suasana pembelajaran lebih menyenangkan dan tidak tegang, serta tercipta komunikasi dua arah dari pendidik kepada mahasiswa atau antar mahasiswa. Tingkat kesesuaian antara kinerja dan harapan adalah baik dengan nilai rata-rata 95.05%. Selain itu, mahasiswa memberikan respon positif terhadap penggunaan media Kahoot! pada perkuliahan Kalkulus dengan berbagai kelebihan dan kekurangannya.Initiate Kahoot! as a variation of calculus learning for environmental engineering studentsAbstractThis study aimed to examined differences in learning outcomes between students who take Calculus courses using Kahoot! and those who didn’t use Kahoot! as well as the level of suitability of using Kahoot! learning media. This study was quantitative research. The subjects were 82 new students in 2019/2020 and 40 students in 2018/2019 from the Environmental Engineering Study Program, Universitas Islam Indonesia, Indonesia. We used the t-test and the Wilcoxon test to examine mean differences in the two independent groups. The level of suitability uses Importance-Performance Analysis (IPA), which describes performance and expectations. As an evaluation material, the feedback was given, analyzed using text mining with sentiment analysis, which was visualized using word cloud assisted by the R program. The results showed that overall the learning outcomes of the two groups were not significantly different. However, if Kahoot! media was used, the learning atmosphere was more fun and less tense, and created two-way communication from educators to students or between students. The level of suitability between performance and expectations was good, with an average value of 95.05%. Also, students gave a positive response to the use of Kahoot! in Calculus courses with its various advantages and disadvantages.
Pengembangan film animasi aritmetika sosial berbasis ekonomi syariah untuk meningkatkan minat belajar siswa MTs Wilda Yumna Safitri; Heri Retnawati; Imam Rofiki
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.34581

Abstract

Penelitian ini bertujuan untuk menghasilkan film animasi aritmetika sosial berbasis ekonomi syariah yang valid, praktis, dan efektif untuk meningkatkan minat belajar siswa. Penelitian pengembangan ini menggunakan model Plomp yang terdiri dari tiga fase, yaitu fase penelitian pendahuluan, fase pembuatan prototype, dan fase penilaian. Uji coba prototype dilakukan kepada 21 siswa kelas VIII MTs di Sidoarjo, Indonesia. Instrumen penelitian terdiri dari lembar validasi ahli untuk menilai kevalidan, angket respons siswa untuk menilai kepraktisan, dan angket minat belajar siswa untuk menilai keefektifan film animasi. Penelitian ini menghasilkan film animasi aritmetika sosial berbasis ekonomi syariah untuk meningkatkan minat belajar siswa MTs terhadap pembelajaran matematika yang terintegrasi dengan ilmu keislaman. Meskipun peningkatan minat belajar siswa masih tergolong rendah, namun secara keseluruhan film animasi yang dikembangkan dinilai valid, praktis, dan efektif, sehingga layak digunakan dalam pembelajaran matematika di MTs. Development of social arithmetic animation film based on sharia economic to increase MTs students' interest in learningAbstractThis study aimed to produce an animated film of social arithmetic based on sharia economics that was valid, practical, and effective to increase students’ interest. The study was development research using Plomp’s model, which consisted of three stages: the preliminary research stage, the prototyping stage, and the assessment stage. Prototype trials were conducted on grade-eight students (n = 21) of MTs (Islamic Junior High School) in Sidoarjo, Indonesia. The instruments consisted of the expert validation sheet to assess the validity, the students' response questionnaire to assess the practicality, and the students' interest questionnaire to assess the effectiveness of the animated film. This study produced an animated film of social arithmetic based on sharia economics to increase MTs students' interest in learning mathematics integrated with Islamic science. Although the increase in student interest in learning was still low, overall, the animated film developed was considered valid, practical, and effective, so it was proper to use in mathematics learning in MTs.
Level kemampuan metakognitif siswa dalam pembelajaran matematika berdasarkan gaya kognitif Nur Eva Zakiah
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.30458

Abstract

Tujuan penelitian adalah untuk mendeskripsikan level kemampuan metakognitif siswa berdasarkan gaya kognitif (Field Dependent or FD dan Field Independent or FI). Subjek penelitian adalah siswa kelas X (n = 33) salah satu SMA Negeri di Kabupaten Ciamis Provinsi Jawa Barat.  Selanjutnya subjek dikelompokkan berdasarkan kategori Kemampuan Awal Matematis (KAM) (tinggi, sedang, dan rendah). Penelitian ini merupakan penelitian deskriptif menggunakan pendekatan kuantitatif dan kualitatif. Pengumpulan data menggunakan tes untuk menentukan level kemampuan metakognitif siswa dan Group Embedded Figure Test (GEFT) untuk mengklasifikasikan gaya kognitif siswa. Hasil penelitian menunjukkan bahwa: (1) level kemampuan metakognitif siswa dengan KAM tinggi untuk gaya belajar FD dan FI adalah reflective use; (2) level kemampuan metakognitif siswa dengan KAM sedang dengan gaya kognitif FD adalah strategic use, sedangkan FI adalah reflective use; dan (3) level kemampuan metakognitif siswa dengan KAM rendah dengan gaya kognitif FD adalah aware use, sedangkan FI adalah strategic use. The level of students' metacognitive ability in learning mathematics based on cognitive stylesAbstractThe research objective was to describe the level of students’ metacognitive ability based on cognitive style (Field Dependent or FD and Field Independent or FI). The research subjects were tenth-grade students (n = 33) at a public senior high school in Ciamis Regency, West Java Province. Furthermore, the subjects were grouped based on the Initial Mathematical Ability (IMA) category (high, medium, and low). This research was a descriptive study using quantitative and qualitative approaches. Data collection used a test to determine the level of students’ metacognitive ability and the Group Embedded Figure Test (GEFT) to classify students’ cognitive styles. The results showed that: (1) the level of students’ metacognitive ability with high category of IMA for the cognitive style of FD and FI was reflective use; (2) the level of students’ metacognitive ability with medium category of IMA for the cognitive style of FD was strategic use, while FI was reflective use; and (3) the level of students’ metacognitive ability with low category of IMA for the cognitive style of FD was aware use, while FI was strategic use.
Keefektifan model pembelajaran CORE ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa Eka Puspita Sari; Karyati Karyati
Jurnal Riset Pendidikan Matematika Vol 7, No 2: November 2020
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v7i2.35487

Abstract

Penelitian ini bertujuan untuk menguji dan mendeskripsikan keefektifan model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) ditinjau dari kemampuan koneksi matematis, representasi matematis, dan kepercayaan diri siswa SMP kelas VIII. Penelitian ini adalah penelitian kuasi eksperimen dengan nonequivalen pretest-postest control-group design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 26 Banjarmasin tahun ajaran 2020/2021. Pengambilan sampel dilakukan secara acak (simple random sampling) sehingga diperoleh kelas VIII B sebagai kelas eksperimen (n = 14) dan kelas VIII D sebagai kelas kontrol (n = 18). Pengumpulan data dilakukan melalui tes kemampuan koneksi matematis, kemampuan representasi matematis, dan angket kepercayaan diri siswa. Analisis data dilakukan secara deskriptif dan inferensial (α = 0,05). Hasil penelitian menunjukkan bahwa model pembelajaran CORE dengan pendekatan saintifik tidak efektif ditinjau dari kemampuan koneksi matematis, kemampuan representasi matematis, dan kepercayaan diri siswa. Namun demikian, model pembelajaran CORE dengan pendekatan saintifik lebih unggul daripada pembelajaran dengan pendekatan saintifik ditinjau dari kemampuan koneksi matematis siswa.The effectiveness of the CORE learning model in term of mathematical connections skill, mathematical representations skill, and self-confidence of studentsAbstractThis study aimed to examine and describe the effectiveness of the CORE (Connecting, Organizing, Reflecting, Extending) learning model in terms of the mathematical connection skills, mathematical representation skills, and self-confidence of eighth-graders. This study was a quasi-experimental study with a nonequivalent pretest-posttest control-group design. The population was all eight graders of junior high school, namely SMP Negeri 26 Banjarmasin, Indonesia, in the academic year of 2020/2021. Sampling was carried out randomly so that class VIII B was selected as the experimental group (n = 14) and class VIII D as the control group (n = 18). The data was collected through tests of mathematical connection skills, mathematical representation skills, and student’s self-confidence questionnaires. Data were analyzed descriptively and inferentially (α = 0.05). The results revealed that the CORE learning model with a scientific approach was ineffective in terms of students’ mathematical connection, representation skills, and self-confidence. However, the CORE learning model with a scientific approach was better than the scientific approach learning in terms of students’ connection skills. 

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