Jihan Dzulfikar, 4101413164 (2021) KEMAMPUAN REPRESENTASI MATEMATIS SISWA KELAS X DITINJAU DARI GAYA BELAJAR MELALUI MODEL PBL-BERTEMA DENGAN SOAL BERBANTUAN MATHEMATICS ROULETTE. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

According to the results of the 2019 OECD, Indonesia is ranked 72 out of 78 countries. Based on the results of a preliminary study at MA Nuril Huda Tarub, it was found that as many as 48% of students had not been able to work on all indicators of mathematical representation abilities. From these facts it can be concluded that students' mathematical representation abilities are still low and the learning models applied in learning are less diverse. This study aims to: (1) determine the effectiveness of the PBL-bertema learning model with mathematics roulette-assisted questions in improving the mathematical representation ability of class X students; (2) describe the mathematical representation ability of class X students in terms of learning styles through the PBL-bertema learning model with mathematics roulette-assisted questions. This research method is a mixed methods with the form of concurrent embedded. The population in this study were all students of class X MA Nuril Huda Tarub 2020/2021 academic year, as many as 140 students. Sampling was conducted by purposive sampling technique. The sample in this study were students of class X MIPA 2 as the experimental class and X IPS 1 as control class. The research subjects consisted of 6 students. Subjects were interviewed by the results of the mathematical representation ability test based on learning style. The results showed that: (1) the PBL-Themed learning model with mathematics roulette-based questions is effective in improving the mathematical representation ability of class X students; (2) the description of students' mathematical representation abilities in terms of learning styles is described as follows: a. Students with visual, auditorial, and kinesthetic learning style (a) are able to convert a Cartesian graph into an arrow diagram, (b) are able to convert a Cartesian graph into a set of ordered pairs, (c) are less able to write function notation, (d) are incomplete in writing information from questions, and (e) able to answer the questions given correctly.

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