The Impact of Auditory Intellectually Repetition (AIR) Learning Model on Elementary School Students’ Mathematical Problem-Solving Abilities
Keywords:
auditory intellectually repetition, mathematical operation, problem solvingAbstract
The research method used is quasi-experimental with one group pretest-posttest research design. The withdrawal of the sample size in this study consisted of 29 experimental class students and 28 control class students. Indicators of problem-solving abilities were understanding the problem, planning the problem solving, solving the problem, and interpreting the solution obtained by concluding the outcome of the problem-solving. Based on the results of the posttest, the mathematical problem-solving ability of students taught with the AIR Model is higher than those not taught using the AIR model. This can be seen from the average posttest score of students' mathematical problem-solving abilities taught by the AIR model is 80.62 and the average value of the posttest's mathematical problem-solving abilities of students who are not taught with the AIR model is 73.00. From the t-test results, 0.005 was obtained at a significance level of 0.05 (0.005 ≤ 0.05). It can be concluded that the use of the Auidotory Intellectually Repetition (AIR) model influences the mathematical problem-solving ability of elementary school students.
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Winarni, Endang Setyo, and Sri Harmini. Matematika Untuk PGSD. Bandung: PT. Remaja Rosdakarya, 2012.
Astuti, Riana, Yetri Yetri, and Welly Anggraini. “Pengaruh Model Pembelajaran Auditory Intellectually Repetition (AIR) Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Kemagnetan Kelas.” Indonesian Journal of 01, no. 2 (2018): 1–12.
Chairani, Zahra. Metakognisi Siswa Dalam Pemecahan Masalah Matematika. Yogyakarta: Deepublish, 2016.
Fatmawati, Anisa, and Susanah. “Penerapan Pendekatan Auditory Intellectualy Repatition (AIR) Pada Materi Pertidaksamaan Dikelas X-C SMA N 1 Kauman Tulungagung, Jurnal Studi Pendidikan Matematika.” Jurnal Ilmiah Pendidikan Matematika 3, no. 2 (2014): 31.
Fitri, Selviani, and Rukmono Budi Utomo. “Pengaruh Model Pembelajaran Auditory , Intellectually , and Repetition Terhadap Kemampuan Pemahaman Konsep Di SMP Pustek Serpong.” Jurnal e-DuMath 2, no. 2 (2016): 193–201.
Gina Nur Azizah, and Rostina Sundayana. “Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematika” 7, no. September (2018): 51–62.
Huda, Miftahul. Model-Model Pengajaran Dan Pembelajaran. Yogyakarta: Pustaka Pelajar, 2013.
———. Model-Model Pengajaran Dan Pembelajaran. Yogyakarta: Pustaka Pelajar, 2013.
Ina V.S. Mullis, Michael O. Martin, Pierre Foy, and Alka Arora. Timss 2011 International Results in Mathematics. TIMSS & PIRLS International Study Center. Vol. 2012, 2012. http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=3295935&tool=pmcentrez&rendertype=abstract.
Lutfianasari, Desy. “PENGARUH MODEL PEMBELAJARAN AUDITORY INTELECTUALLY REPETITION (AIR) TERHADAP HASIL BELAJAR MATEMATIKA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL SISWA KELAS VIII UPTD SMP NEGERI 1 SEMEN KABUPATEN KEDIRI TAHUN PELAJARAN 2016/2017.” Universitas Nusantara PGRI Kediri. Universitas Nusantara PGRI Kediri, 2017.
Misnawati, Teti. “Meningkatkan Hasil Belajar Dan Aktivitas Siswa Melalui Model Pembelajaran Auditory Intellectually Repetition (AIR) Pada Materi Segi Empat Kelas VII SMPN 9 Haruai Tahun Pelajaran 2016/2017.” Sagacious Jurnal Ilmiah Pendidikan dan Sosial 4, no. 1 (2017): 77–86.
Mustika, Helma, and Nuri Kinanti. “Pengaruh Penerapan Model Pembelajaran Auditory Intellectually Repetition (Air) Terhadap Kemampuan Komunikasi Matematika Siswa Di Kelas Viii Smp Negeri 1 Pasir Penyu.” MES: Journal of Mathematics Education and Science 3, no. 2 (2018): 153–158.
OECD. “PISA 2018 Results. Combined Executive Summaries.” Journal of Chemical Information and Modeling 53, no. 9 (2019): 1689–1699. www.oecd.org/about/publishing/corrigenda.htm.
Priyastutik, Syela, Huri Suhendri, and Soeparlan Kasyadi. “Pemecahan Masalah Matematika Siswa SMP : Perspektif Commognitive.” Jurnal Kajian Pendidikan Matematika 13, no. 2 (2018): 1–10.
Pujiastutik, Hernik. “Penerapan Model Pembelajaran AIR ( Auditory , Intellectualy , Repetition ) Untuk Meningkatkan Hasil Belajar Mahasiswa Mata Kuliah Belajar Pembelajaran Application of Learning Model AIR ( Auditory , Intellectualy , Repetition ) to Improve Student Learning.” Proceding Biology Education Conference 13, no. 1 (2016): 515–518.
Rahman, Ira Silviana, Nerru Pranuta Murnaka, and Wiwik Wiyanti. “Pengaruh Model Pembelajaran Laps (Logan Avenue Problem Solving)-Heuristik Terhadap Kemampuan Pemecahan Masalah.” WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 2, no. 1 (2018): 48.
Rahmawati, Puji. Mengenal Kemampuan Pemecahan Masalah Matematika Siswa Perbatasan. Ponorogo: Uwais Inspirasi Indonesia, 2018.
Roebyanto, Goenawan, and Sri Harmini. Pemecahan Masalah Matematika Untuk PGSD. Bandung: Remaja Rosdakarya, 2017.
Salsabila, Shefira. “Pengaruh Model Pembelajaran Vak Terhadap Kemampuan Pemecahan Masalah Matematis Kelas Iii Sd It At-Taufiq Al-Islamy Tasikmalaya Skripsi.” Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta, 2018.
Widjajanti, Djamilah Bondan. “KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA CALON GURU MATEMATIKA: APA Dan BAGAIMANA MENGEMBANGKANNYA.” In Jurnal Pendidikan Matematika, 3:402–413, 2009.
Winarni, Endang Setyo, and Sri Harmini. Matematika Untuk PGSD. Bandung: PT. Remaja Rosdakarya, 2012.
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