Lathifah Siti Nur Azizah, Anisa Amalia, Puguh Wahyu Prasetyo

Peningkatan Kemampuan Kolaborasi dan Komunikasi Matematis Peserta Didik Kelas X SMA Melalui Penerapan Model Cooperative Learning Tipe TGT Terintegrasi CASEL

Introduction

Peningkatan kemampuan kolaborasi dan komunikasi matematis peserta didik kelas x sma melalui penerapan model cooperative learning tipe tgt terintegrasi casel . Tingkatkan kolaborasi & komunikasi matematis siswa SMA kelas X dengan model Cooperative Learning TGT terintegrasi CASEL. Penelitian ini menunjukkan peningkatan signifikan.

Abstract

Abstrak  Penelitian ini dilatarbelakangi oleh rendahnya kemampuan kolaborasi dan komunikasi matematis peserta didik kelas X-A SMA Muhammadiyah 1 Yogyakarta, yang tercermin dari hasil asesmen diagnostik dan pernyataan peserta didik tentang kesulitan dalam pengerjaan soal matematika. Penelitian ini bertujuan untuk meningkatkan kemampuan kolaborasi dan komunikasi matematis melalui penerapan model pembelajaran kooperatif tipe Teams Games Tournament (TGT) yang terintegrasi dengan pendekatan CASEL. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan instrumen lembar observasi untuk mengukur kemampuan kolaborasi dan tes untuk menilai komunikasi matematis. Indikator kolaborasi meliputi produktivitas, partisipasi aktif, penghargaan terhadap pendapat kelompok, fleksibilitas, dan tanggung jawab, sementara indikator komunikasi matematis meliputi pengungkapan situasi dalam bahasa matematika, penyajian penyelesaian secara terstruktur, dan evaluasi ide matematis. Hasil penelitian menunjukkan peningkatan signifikan pada kemampuan kolaborasi dan komunikasi matematis peserta didik setelah penerapan model TGT. Rata-rata nilai tes komunikasi matematis meningkat dari 64% pada siklus I menjadi 90% pada siklus II, sedangkan kemampuan kolaborasi meningkat dari 62% menjadi 73%. Peserta didik menunjukkan keterlibatan yang lebih aktif dalam diskusi dan saling mendukung selama pembelajaran, yang berkontribusi pada peningkatan kemampuan penyelesaian soal matematika. Hasil ini menunjukkan bahwa penerapan model TGT efektif dalam meningkatkan kemampuan kolaborasi dan komunikasi matematis peserta didik.   Kata Kunci: CASEL, Kolaborasi, Komunikasi, Matematis, TGT   Abstract This research is motivated by the low ability of mathematical collaboration and communication of class X-A students of SMA Muhammadiyah 1 Yogyakarta, which is reflected in the results of diagnostic assessments and student statements about difficulties in working on mathematics problems. This study aims to improve mathematical collaboration and communication skills through the application of the Teams Games Tournament (TGT) type cooperative learning model integrated with the CASEL approach. The method used in this study is Classroom Action Research (CAR) with observation sheet instruments to measure collaboration skills and tests to assess mathematical communication. Collaboration indicators include productivity, active participation, respect for group opinions, flexibility, and responsibility, while mathematical communication indicators include expressing situations in mathematical language, presenting solutions in a structured manner, and evaluating mathematical ideas. The results showed a significant increase in students' mathematical collaboration and communication skills after the application of the TGT model. The average mathematical communication test score increased from 64% in cycle I to 90% in cycle II, while collaboration skills increased from 62% to 73%. Students showed more active involvement in discussions and supported each other during learning, which contributed to improving their mathematical problem-solving abilities. These results indicate that the implementation of the TGT model is effective in improving students' mathematical collaboration and communication abilities. Keywords: CASEL, Collaboration, Communication, Mathematical, TGT

Review

The paper "Peningkatan Kemampuan Kolaborasi dan Komunikasi Matematis Peserta Didik Kelas X SMA Melalui Penerapan Model Cooperative Learning Tipe TGT Terintegrasi CASEL" addresses a critical issue in mathematics education: the low collaboration and mathematical communication skills among high school students, specifically observed in Class X-A at SMA Muhammadiyah 1 Yogyakarta. The authors effectively frame this problem, noting its manifestation in diagnostic assessments and students' self-reported difficulties with problem-solving. To tackle this, the study proposes and investigates the implementation of the Teams Games Tournament (TGT) cooperative learning model, notably integrated with the CASEL approach, aiming to enhance these essential skills. The choice of Classroom Action Research (CAR) as the methodological framework is appropriate for an intervention-focused study within a specific educational setting. The research employed a clear and practical methodology, utilizing observation sheets to assess collaboration skills and tests for mathematical communication. The abstract provides specific and well-defined indicators for both constructs, which strengthens the measurement approach. For collaboration, indicators included productivity, active participation, respect for opinions, flexibility, and responsibility, while mathematical communication was evaluated based on expressing situations mathematically, presenting structured solutions, and evaluating mathematical ideas. The results present compelling evidence of the intervention's success: mathematical communication test scores significantly rose from 64% in Cycle I to an impressive 90% in Cycle II, and collaboration skills improved from 62% to 73%. These quantitative gains are further supported by qualitative observations noting increased student involvement in discussions and mutual support, collectively contributing to better mathematical problem-solving. This study offers valuable insights into effective pedagogical strategies for fostering vital 21st-century skills in mathematics. The significant improvements demonstrated in both collaboration and mathematical communication strongly suggest that the TGT model, especially when integrated with the CASEL framework, is an an effective and impactful approach. The findings have practical implications for educators looking to implement cooperative learning strategies to enhance student engagement and critical thinking in mathematics. While the abstract effectively highlights the positive outcomes, future research could explore the long-term sustainability of these gains or delve deeper into the specific contributions of the CASEL integration to better understand its synergistic effect with TGT. Overall, this paper provides a robust argument for the efficacy of the proposed model in improving student learning outcomes.

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