MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN BERPIKIR KREATIF SISWA MELALUI MODEL PEMBELAJARAN DISKURSUS MULTI REPRESENTASI (DMR)

Sahyudin, - (2014) MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN BERPIKIR KREATIF SISWA MELALUI MODEL PEMBELAJARAN DISKURSUS MULTI REPRESENTASI (DMR). S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Pembelajaran yang sering dilakukan pada sekolah menengah pertama biasanya menggunakan model pembelajaran langsung (PL). Pembelajaran ini lebih mengarah pada pembelajaran satu arah, dimana guru merupakan pusat informasi dan siswa hanya menerima informasi tersebut, sehingga menyebabkan siswa kurang mampu atau lemah dalam penguasaan kemampuan pemecahan masalah matematis dan berpikir kreatif. Salah satu alternatif untuk meningkatkan kedua kemampuan tersebut adalah dengan menerapkan model pembelajaran diskursus multi representasi (DMR). Model pembelajaran ini menekankan pada penyajian masalah sehari-hari yang bersifat kontektual sebagai sumber pembelajaran. Permasalahan utama pada penelitian ini adalah: apakah pembelajaran diskursus multi representasi dapat meningkatkan kemampuan pemecahan masalah matematis dan berpikir kreatif. Populasi pada penelitian ini adalah siswa kelas VIII pada salah satu SMP di Kabupaten Pandeglang sedangkan sampel diambil secara acak dengan mengambil dua kelas yang setara menggunakan purposive sampling. Kelas pertama adalah kelompok eksperimen yang diberikan perlakuan berupa model pembelajaran dengan menggunakan model diskursus multi representasi (DMR), dan kelas kedua diberikan pembelajaran dengan model pembelajaran langsung (PL) sebagai kelompok kontrol. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan pemecahan masalah matematis dan tes kemampuan berpikir kreatif. Untuk keperluan menguji hipotesis dilakukan uji ANOVA dua jalur. Berdasarkan pada hasil analisis dapat diambil kesimpulan bahwa kemampuan pemecahan masalah matematis dan berpikir kreatif siswa yang menerima pembelajaran diskursus multi representasi lebih baik dari pada siswa yang menerima pembelajaran langsung pada semua tingkat kemampuan siswa (tinggi, sedang, atau rendah). Ada pengaruh namun kurang signifikan secara bersama-sama antara pembelajaran (diskursus multi representasi dan pembelajaran langsung) untuk semua level (tingi, sedang, renah) pada kemampuan pemecahan masalah matematis, namun untuk kemampuan berpikir kreatif pengaruhnya signifikan. Peningkatan kemampuan pemecahan masalah matematis dan berpikir kreatif pada siswa berkemampuan sedang lebih baik dari pada siswa yang berkemampuan tinggi maupun rendah. Kata kunci : Kemampuan pemecahan masalah matematis, kemampuan berpikir kreatif dan pembelajaran diskursus multi representasi. Generally, a conventional-styled of mathematics learning process in secondary school is still direct instruction. In this instruction pressed on one way instruction, Where the teacher is center of information and students as object received. This situation will cause the students’ mathematical problem solving ability and creative thinking ability that is low. One of the alternative learning approaches that can enhance problem solving ability is realistic mathematics and creative thinking ability. Multi representation discourse model considers that learning Mathematics should direct the students in using various situation and opportunity to reinvent Mathematics by their own ways. Many problems surrounding the students can be presented from various situations (context), which felt meaningful so they become learning resource. The main problem in this study is; Is learning by multi representation discourse model can enhance students’ mathematical problem solving ability and creative thinking ability. The population of this study is all students of class VIII at secondary school in Mekarjaya 1 at Pandeglang City, whereas samples is taken from two classes is taken by purposive sampling technique. Experiment group will be given a learning treatment by multi representation discourse model, whereas control group is not given the treatment, which is learning by direct instruction model. Instrument that used are: (1) problem solving ability test and creative thinking ability test; For hypothesis test purpose, data is analyzed by t-test, ANOVA two path- test. Based on data analyses result, the conclusion is obtained: problem solving abilities and creative thinking of students who learn multi representation discourse model are better than students who learn by using direct instruction, for whole students as well as based on students’ ability level that is high, medium and low. There is significant influence collectively between learning multi representation discourse model and direct instruction model) with students’ ability level (high, medium and low) in problem solving ability as well as creative thinking ability. The enhancement of problem solving ability and creative thinking ability of students who learn by using multi representation discourse model, in students with medium ability level are better compared with students with high ability as well as low ability level. Key words: Creative thinking ability, mathematical problem solving ability, realistic mathematics approach

Item Type: Skripsi,Tesis,Disertasi (S2)
Uncontrolled Keywords: Kemampuan pemecahan masalah matematis, kemampuan berpikir kreatif dan pembelajaran diskursus multi representasi.
Subjects: Q Science > QA Mathematics
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-2
Depositing User: DAM staf
Date Deposited: 03 Nov 2014 08:13
Last Modified: 03 Nov 2014 08:13
URI: http://repository.upi.edu/id/eprint/11783

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