Azwida Rosana Maulida, 0401517034 (2020) KEMAMPUAN KONEKSI MATEMATIS SISWA DITINJAU DARI GAYA KOGNITIF DAN GENDER PADA MODEL PEMBELAJARAN CONINCON (CONSTRUCTIVISM, INTEGRATIVE & CONTEXTUAL). Masters thesis, UNNES.

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Abstract

Students have different characteristics in gender and cognitive style. The difference can have an impact on students' mathematical abilities, especially on mathematical connection abilities. Mathematics has topics that are related to one another. Mathematical connection skills can help students to associate between mathematical topics so that students do not study them separately. In this study, using the CONINCON learning model that is expected to improve students' mathematical connection abilities related to gender and cognitive style. The objectives in this study were (1) to test the completeness of students' mathematical connection abilities in the CONINCON learning model, (2) to test the difference of students' mathematical connection abilities taught by the CONINCON learning model with PBL, (3) to describe students' mathematical connection abilities in terms of cognitive style and gender in the CONINCON learning model. This research is a mixed method type sequential exploratory. The population of this study was all students of class VIII of SMP Negeri 18 Semarang. The sample of this study was class VIII C as a control class using PBL and class VIII D as an experimental class using the CONINCON learning model. Taking research subjects based on reflective & impulsive cognitive style categories and male & female. The results showed that (1) the CONINCON learning model could achieve completeness of students 'mathematical connection abilities, (2) students' mathematical connection abilities taught with the CONINCON learning model were higher than PBL, (3) the results of the mathematical connection ability's were reviewed in terms of cognitive style and gender varies, this is shown from the 8 students studied namely 2 students in the reflective male category, 2 students in the reflective female category, 2 impulsive male students, 2 impulsive female students. The first reflective male students only reach the first mathematical connection indicator, while the others reach the first and second mathematical connection indicators. The first and second reflective female students have reached all the mathematical connection indicators. The first impulsive male student only reaches the first mathematical connection indicator, while the other reaches the first and second mathematical connection indicators. The first impulsive female student did not reach all the mathematical connection indicators, on the contrary the second impulsive female student had reached all the mathematical connection indicators.

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