Dui Kurniasih Septiani, - (2024) PENGARUH MODEL PEMBELAJARAN CORE BERDASARKAN GAYA BELAJAR DAVID KOLB TERHADAP PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Kemampuan koneksi matematis adalah kemampuan dasar yang harus dimiliki oleh siswa, tanpa kemampuan koneksi matematis maka siswa harus belajar dan mengingat terlalu banyak konsep dan prosedur matematika yang saling terpisah. Akan tetapi, pada kenyataannya kemampuan koneksi matematis siswa masih rendah. Tujuan dari penelitian ini yaitu untuk menganalisis peningkatan kemampuan koneksi matematis siswa yang pembelajarannya menggunakan model pembelajaran CORE berbasis gaya belajar David Kolb. Metode yang digunakan pada penelitian ini adalah kuasi eksperimen dengan desain penelitian yang digunakan adalah nonequivalent control group. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII disalah satu kabupaten Bandung tahun ajaran 2023/2024, sedangkan sampel yang diambil adalah dua kelas dari populasi yaitu satu kelas eksperimen (model pembelajaran CORE) dan satu kelas kontrol (model pembelajaran konvensional). Pengambilan data diperoleh dengan cara pengisian angket gaya belajar, tes kemampuan koneksi matematis, pengisian angket respon siswa terhadap pembelajaran model CORE, dan wawancara. Berdasarkan hasil analisis data diperoleh informasi bahwa: (1) Kemampuan koneksi matematis siswa berdasarkan gaya belajar David Kolb untuk nilai pretest berada pada kategori rendah, sedangkan untuk nilai posttest berada dikategori rendah dan sedang. (2) peningkatan kemampuan koneksi matematis siswa yang menggunakan model pembelajaran CORE lebih tinggi daripada siswa yang model pembelajarannya menggunakan model pembelajaran konvensional pada gaya belajar diverger, sedangkan peningkatan kemampuan koneksi matematis siswa yang menggunakan model pembelajaran CORE tidak lebih tinggi daripada siswa yang model pembelajarannya menggunakan model pembelajaran konvensional pada gaya belajar assimilator, konverger, dan akomodator, (3) Tidak terdapat perbedaan peningkatan kemampuan koneksi matematis siswa diantara masing-masing jenis gaya belajar David Kolb, (4) Respon siswa terhadap model pembelajaran CORE mayoritas adalah positif, (5)Tidak ada pengaruh secara parsial antara pembelajaran terhadap kemampuan koneksi matematis dan gaya belajar dengan kemampuan koneksi matematis siswa. Kata Kunci: Kemampuan Koneksi Matematis, Gaya Belajar David Kolb, Model Pembelajaran CORE (Connecting,Organizing, Reflecting, and Extending) Mathematical connection ability is a basic ability that students must have. Without mathematical connection ability, students have to learn and remember too many separate mathematical concepts and procedures. However, in reality students' mathematical connection abilities are still low. The purpose of this study is to analyze the improvement in mathematical connection capabilities of students whose learning uses David Kolb's style-based CORE learning model. The method used in this study is quasi-experimental, and the design of the study used is a nonequivalent control group. The population in this study was all grade VIII students in one of the regencies of Bandung in the 2023-2024 academic year, while the samples taken were two classes of the population, namely one experimental class (CORE learning model) and one control class (conventional learning model). Data retrieval is obtained by filling in the learning style lift, the mathematical connection ability test, the student response to learning the CORE model, and interviewing. Based on the results of the analysis, the information was obtained that: (1) Students' mathematical connection ability based on David Kolb's learning style for pretest scores was in the low and moderate categories, while posttest scores were in the low and medium categories. (2) The improvement of students' mathematical connection ability using the CORE learning model is higher than that of students whose learning models use conventional learning models in diverger learning styles, and the CORE learning model is higher. while the improvement in mathematical connection ability of students using the CORE learning model is not higher than that of students whose learning models use conventional learning models in the learning style of assimilators, converger, and accommodators; (3) there is no difference in the improvement of students' mathematical connection ability between each type of David Kolb's learning style; (4) the student's response to the CORE learning model is positive; (5) there is no partial effect between learning on mathematical connection ability and learning style with students' mathematical connection ability. Keywords: mathematical connection ability, David Kolb learning style, CORE learning model (connecting, organizing, reflecting, and expanding).
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| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=iG17rHUAAAAJ ID Sinta Dosen Pembimbing: 6121877 ENDANG CAHYA MULYANING A 6142475 ENCUM SUMIATY |
| Uncontrolled Keywords: | Kemampuan Koneksi Matematis, Gaya Belajar David Kolb, Model Pembelajaran CORE (Connecting, Organizing, Reflecting, and Extending) mathematical connection ability, David Kolb learning style, CORE learning model (connecting, organizing, reflecting, and expanding). |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 |
| Depositing User: | Dui Kurniasih Septiani |
| Date Deposited: | 02 Sep 2024 09:41 |
| Last Modified: | 02 Sep 2024 09:41 |
| URI: | http://repository.upi.edu/id/eprint/122133 |
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