Ahmad Lutfi, - (2024) PENINGKATAN KEMAMPUAN PENALARAN PROPORSIONAL DAN PERUBAHAN MATHEMATICS SELF-EFFICACY SISWA SMP DENGAN PENDEKATAN ERROR ANALYSIS-BASED LEARNING. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penalaran proporsional termasuk dalam jenis penalaran yang fundamental untuk dikembangkan dalam pembelajaran matematika. Kemampuan untuk terlibat dalam penalaran proporsional menjadi faktor krusial dalam perolehan pengetahuan matematika, karena proporsional merupakan konsep kunci dalam pembelajaran matematika dasar hingga perguruan tinggi. Selain memiliki kemampuan penalaran proporsional, penting bagi siswa untuk memiliki keyakinan atas kapasitas yang dimiliki untuk mempengaruhi tindakan mereka sendiri dan lingkungannya, konsep tersebut disebut dengan istilah self-efficacy. Penelitian ini bertujuan untuk menguji suatu perlakuan tertentu dalam pembelajaran matematika dalam upaya meningkatkan kemampuan penalaran proporsional dan mengembangkan mathematics self-efficacy siswa. Penelitian ini menggunakan metode kuasi eksperimen dengan pretest and posttest nonequivalent control group design. Teknik pengambilan sampel dengan purposive sampling. Pada kelompok kelas kontrol diterapkan learning not based on error analysis, dan pada kelompok kelas eksperimen diterapkan error analysis-based learning. Analisis data dengan menggunakan uji independent sample t-test, uji Mann-Whitney U Test, dan uji two-way anova. Hasil penelitian ini menunjukkan bawah (1) Peningkatan kemampuan penalaran proporsional siswa yang memperoleh error analysis-based learning lebih tinggi secara signifikan daripada siswa yang memperoleh learning not based on error analysis; (2) Perubahan mathematics self-efficacy siswa yang memperoleh error analysis-based learning lebih baik secara signifikan daripada siswa yang memperoleh learning not based on error analysis; (3) Peningkatan kemampuan penalaran proporsional siswa yang memperoleh error analysis-based learning berbeda secara signifikan daripada siswa yang memperoleh learning not based on error analysis pada siswa dengan perubahan mathematics self-efficacy kategori sedang, sedangkan tidak berbeda secara signifikan pada siswa dengan perubahan mathematics self-efficacy kategori rendah; (4) Tidak terdapat perbedaan peningkatan kemampuan penalaran proporsional yang signifikan pada siswa yang memperoleh learning not based on error analysis antara siswa dengan kategori perubahan mathematics self-efficacy yang berbeda; (5) Terdapat perbedaan peningkatan kemampuan penalaran proporsional yang signifikan pada siswa yang memperoleh error analysis-based learning antara siswa dengan kategori perubahan mathematics self-efficacy yang berbeda; dan (6) Terdapat pengaruh interaksi antara pembelajaran yang digunakan dengan kategori perubahan mathematics self-efficacy terhadap peningkatan kemampuan penalaran proporsional siswa. Proportional reasoning is a fundamental type of reasoning to be developed in mathematics learning. The ability to engage in proportional reasoning is a crucial factor in the acquisition of mathematical knowledge, as proportion is a key concept in learning mathematics from primary to tertiary level. In addition to having proportional reasoning ability, it is important for students to have belief in their capacity to influence their own actions and their environment, the concept is called self-efficacy. This study aims to test a certain treatment in mathematics learning in an effort to improve proportional reasoning ability and develop students' mathematics self-efficacy. This research used quasi-experimental method with pretest and posttest nonequivalent control group design. The sampling technique was purposive sampling. The control group applied learning not based on error analysis, and the experimental group applied error analysis-based learning. Data analysis used independent sample t-test, Mann-Whitney U test, and two-way anova test. The results of this study showed that (1) The improvement of proportional reasoning ability of students who obtained error analysis-based learning was significantly higher than students who obtained learning not based on error analysis; (2) Changes in mathematics self-efficacy of students who obtained error analysis-based learning were significantly better than students who obtained learning not based on error analysis; (3) The improvement of proportional reasoning ability of students who obtained error analysis-based learning was significantly different with students who obtained learning not based on error analysis in students who experienced mathematics self-efficacy changes in the medium category, while there is no significant difference in students who experienced mathematics self-efficacy changes in the low category; (4) There is no significant difference in the improvement of proportional reasoning ability in students who obtained learning not based on error analysis between students with different categories of mathematics self-efficacy changes; (5) There is a significant difference in the improvement of proportional reasoning ability in students who obtained error analysis-based learning between students with different categories of mathematics self-efficacy changes; and (6) There is an interaction effect between the learning used and the category of mathematics self-efficacy changes on the improvement of students' proportional reasoning ability.
| Item Type: | Thesis (S2) |
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| Additional Information: | https://scholar.google.com/citations?user=FghtZF0AAAAJ&hl=en&oi=ao ID SINTA Dosen Pembimbing: Bambang Avip Priatna Martadiputra: 6124136 Al Jupri: 5974523 |
| Uncontrolled Keywords: | Penalaran Proporsional, Mathematics Self-Efficacy, Error Analysis-Based Learning, Learning not Based on Error Analysis Proportional Reasoning, Mathematics Self-Efficacy, Error Analysis-Based Learning, Learning not Based on Error Analysis |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika |
| Depositing User: | Ahmad Lutfi |
| Date Deposited: | 25 Aug 2024 09:02 |
| Last Modified: | 25 Aug 2024 09:02 |
| URI: | http://repository.upi.edu/id/eprint/120911 |
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