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MODEL PEMBELAJARAN MEANINGFUL INSTRUCTIONAL DESIGN (MID) UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMP

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ABSTRACT MEANINGFUL INSTRUCTIONAL DESIGN (MID) LEARNING MODEL FOR IMPROVING THE ABILITY OF SMP STUDENT MATHEMATIC REPRESENTATION YANNY MICHAEL ADAM POLII SIN: 1522010 This research aims to improve the mathematical representation ability of middle school students. This research use a comparative design to find out whether there are differences in the increase in mathematical representation ability between students who were taught using Meaningful Instructional Design learning model classically with students who obtain Meaningful Instructional Design learning models in small groups. The sample of this research was students in class VIII of Cimahi State Middle School 10, North Cimahi. Students of class VIII A were taught using Meaningful Instructional Design learning model in a classical manner, while students in class VIII C were taught using Meaningful Instructional Design learning models in small groups. The results of this research indicate that the increase in mathematical representation ability of students who were taught using Meaningful Instructional Design learning model classically is included in the medium category, while the increase in students' mathematical representation abilities that obtain Meaningful Instructional Design learning models in small groups is included in the low category. Statistically, the increase in the ability of students who obtain the Meaningful Instructional Desgin learning model classically is better than students who obtain the Meaningful Instructional Design learning model in small groups. Furthermore, students 'responses to the Meaningful Instrutional Design learning model classically are categorized as "very like" and students' responses to Meaningful Instructional learning models Desgin in small groups is categorized as "ordinary". Keywords: Mathematical Representation Capability, Meaningful Instructional Design.