PENGARUH ACCELERATED LEARNING CYCLE TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA SEKOLAH DASAR

Abstract

This research in background by the importance of good mathematical connection
ability must be mastered by elementary students as one of the goals of learning
mathematics. The purpose of this study, namely: 1) describe and compare
between students who received learning Accelerated Learning Cycle and
Conventional Learning to the ability of mathematical connections; 2) describe and
compare the ability of mathematical connections and students' early mathematical
abilities. This research is a quasi experimental research with experimental design
in the form of group comparison. In this research plan the sample used consisted
of two groups, where in each group applied different learning. The first group
(experimental group) received learning Accelerated Learning Cycle, the second
group (control group) applied conventional learning. The research location is in SD
Negeri 136 Pekanbaru which is a medium category school. Categories are
becoming the researcher's choice, because the schools in this category are mostly
schools in Pekanbaru City. Based on the results of data processing, analysis, and
discussion that has been presented, obtained the conclusion, namely: 1)
improvement of mathematical connection ability of students who obtained learning
with Accelerated Learning Cycle better than students who received conventional
learning. Where the average mathematical connection ability of students who get
Accelerated Learning Cycle (experimental class) is 22.78, while the average
mathematical connection ability of students who obtain conventional learning
(control class) is 17.03; 2) There is no significant difference in mathematical
connection ability of students who obtained learning with Accelerated Learning
Cycle in terms of students' mathematical ability. The significance value of
equivalence test of mathematical connection data of control class students and
experiment class, this is indicated by the significance value of both categories is
more than 0.025. Whereas in the initial ability of low category, the significance
value less than 0.025, so the null hypothesis is rejected, which means the
mathematical connection ability of the experiment class students is better than the
control class.