Abstract:
Students' difficulties in representing mathematical concepts and students' doubts
in deciding attitudes are the causes of low mathematical representation abilities
and students' self-confidence, so efforts are needed to improve them. One of them
is by applying the RT and SFAE models. This research with a quasi-experimental
type of research has the objectives to determine: (1) the significant effect between
the reciprocal teaching and student facilitator and explaining learning models on
students' mathematical representation abilities, (2) the significant influence
between the reciprocal teaching and student facilitator and explaining learning
models. on students' self-confidence, (3) the interaction between early
mathematical abilities and learning models on students' mathematical
representation abilities, and (4) the interaction between early mathematics abilities
and learning models on students' self-confidence. Meanwhile, the instruments
used consisted of: (1) odd mid-semester scores as KAM (2) tests of students'
mathematical representation abilities, (3) students' self-confidence questionnaires.
Then it was analyzed by using analysis of covariance (anakova) with the results
that (1) there was a significant effect between the reciprocal teaching learning
model and student facilitator and explaining on the students' mathematical
representation ability, (2) there was a significant effect between the reciprocal
teaching and student learning models. facilitator and explaining on students' self confidence, (3) there is an interaction between the initial ability of mathematics
and the learning model on students' mathematical representation ability, and (4)
there is an interaction between the initial ability of mathematics and the learning
model on students' self-confidence.
