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Abstrak. Representasi semiotik matematik merupakan bagian dari representasi matematika yang memegang peranan penting dalam berkomunikasi dan beriinteraksi di era abad digital 4.0. Penelitian ini bertujuan untuk menganalisis kemampuan representasi semiotik matematik siswa melalui intervensi metode pemodelan matematika berbantuan Autograph. Penelitian dilaksanakan di salah satu sekolah di Tangerang Selatan menggunakan metode kuasi eksperimen dengan randomized control group posttest only design. Sampel sebanyak 64 siswa, kelompok eksperimen 31 siswa dan kelompok kontrol 33 siswa berdasarkan teknik cluster random sampling. Hasil penelitian mengungkap bahwa penggunaan metode pemodelan matematik berbantuan Autograph dapat meningkatkan kemampuan representasi semiotik matematik. Capaian kemampuan representasi semiotik matematik meliputi kemampuan menuangkan gagasan dalam bentuk gambar (ikonik), ekspresi matematik (simbolik), dan kata-kata (indeks). Dari ketiganya, peningkatan representasi simbolik lebih baik dibandingkan ikonik dan indeks.Kata Kunci: Pemodelan matematika, Autograph, Kemampuan representasi semiotik matematik

The purpose of the present study was to develop KADIR (Koneksi, Aplikasi, Diskursus, Improvisasi and Refleksi) learning model kits for improving students' Mathematical Problem SolvingSkill (MPSS). This study was a research and development study employing the 3-D (Define-Design-Develop). The field try-outs were conducted in Junior High School in Depok, which instruments consisted of the experts' validation sheet, the observation sheet for students learning activities, test, and questionnaire and interview sheet on students' responses toward learning activities. The collected data were analysed using qualitative and quantitative techniques. The study produces KADIR learning model kits consisting of student's worksheet, lesson plans, and an instrument of MPSS. The kits were revised based on the inputs from the experts and the results of the field try-outs. In validity aspects, all of developed teaching kits are valid. In practical aspects, in the first and the second try-outs, both the teachers and the students can use the teaching kids well. This study shows that KADIR learning model can enhance students' MPSS. The improved indicators of MPSS in the field study include identification of problems, description of the physics, planning the solution, executing the plan, and evaluating the answer. The implementation of KADIR learning model also improves students' activity and the students' positive response toward learning activities.