Penelitian ini merupakan penelitian quasi eksperimential dengan desain posttest only control design. Populasi penelian ini adalah seluruh siswa kelas XI MIPA di SMA Negeri 3 Tarakan. Penarikan sampel menggunakan teknik simple random sampling dan diperoleh sampel penelitian, yaitu kelas XI MIPA 1 dengan jumlah siswa sebanyak 30 orang sebagai kelas eksperimen dan kelas XI MIPA 2 dengan jumlah siswa sebanyak 29 orang sebagai kelas kontrol. Teknik pengumpulan data pada penelitian ini, yaitu dengan tes kemampuan koneksi matematika siswa (posttest). Data dianalisis menggunakan analisis statistik dengan bantuan software SPSS versi 23.0 for windows. Hasil analisis statistika deskriptif menunjukkan bahwa skor rata-rata pencapaian kemampuan koneksi matematika siswa pada kelas eksperimen adalah 83,24 dan pada kelas kontrol adalah 61,20. Hasil analisis statistika inferensial untuk kemampuan koneksi matematika siswa menggunakan uji independent sampel t-test dengan taraf signifikan 5% (? = 0,05) diperoleh p-value sebesar 0,000 sehingga H0 ditolak. Sehingga dapat disimpulkan bahwa skor rata-rata kemampuan koneksi matematika siswa yang diberikan perlakuan menggunakan model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) lebih tinggi secara signifikan dari skor rata-rata kemampuan koneksi matematika siswa yang diberikan penerapan model pembelajaran konvensional pada siswa kelas XI MIPA SMA Negeri 3 Tarakan atau model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) berpengaruh terhadap kemampuan koneksi matematika.

Kata Kunci: Model Pembelajaran Connecting, Organizing, Reflecting, Extending, Kemampuan Koneksi Matematika

This current research was a quasi-experimental research with a posttest only control design. The population was all students of class XI MIPA at SMA Negeri 3 Tarakan. The simple random sampling technique was employed and was obtained class XI MIPA 1 with 30 students as the experimental class and class XI MIPA 2 with 29 students as the control class. The data were collected using mathematical connection ability test (posttest) and were then analyzed using statistical analysis with the help of SPSS software version 23.0 for windows. The results of the descriptive statistical analysis showed that the mean score of the students’ mathematical connection ability in the experimental class was 83.24 and that of in the control class was 61.20.The results of inferential statistical analysis for the students’ mathematical connection ability using in independent sample t-test at the level of significance 5% (? = 0.05) was obtained a p-value of 0.000, so that H0 was rejected. Thus, it was concluded that the students who were treated using the Connecting, Organizing, Reflecting, Extending (CORE) learning model got significantly higher mean score of the mathematical connection ability than those who were taught using conventional learning model. In other words, the Connecting, Organizing, Reflecting, Extending ( CORE ) learning model effected the mathematical connection ability for the student of class XI MIPA at SMA Negeri 3 Tarakan. Keywords: Connecting, Organizing, Reflecting, Extending (CORE) Learning Model, Mathematical Connection Ability