Mansyur, Muhamad Zulfikar (2014) PENERAPAN PENDEKATAN PEMBELAJARAN METACOGNITIVE SCAFFOLDING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi oleh pentingnya kemampuan pemecahan masalah matematis dan fakta rendahnya kemampuan pemecahan masalah matematis siswa SMP. Adapun tujuan penelitian ini adalah: (1) mengetahui apakah peningkatan kemampuan pemecahan masalah matematis siswa yang memperoleh pendekatan pembelajaran metacognitive scaffolding lebih baik daripada siswa yang memperoleh pembelajaran konvensional; (2) mengetahui sikap siswa terhadap penerapan pendekatan pembelajaran metacognitive scaffolding pada pembelajaran matematika. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan desain penelitiannya adalah nonequivalent control group design Populasi dalam penelitian ini adalah seluruh siswa kelas VIII di SMP Negeri 16 Bandung pada tahun ajaran 2013/2014. Pada penelitian ini diambil dua kelas sebagai sampel dari sejumlah kelas VIII secara acak kelas. Satu kelas sebagai kelas eksperimen mengikuti pembelajaran dengan pendekatan metacognitive scaffolding dan satu kelas sebagai kelas kontrol mengikuti pembelajaran secara konvensional. Adapun data penelitian ini diperoleh melalui tes kemampuan pemecahan masalah matematis siswa, lembar observasi dan angket. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemecahan masalah matematis siswa yang mengikuti pembelajaran dengan pendekatan metacognitive scaffolding lebih baik daripada siswa yang mengikuti pembelajaran konvensional. Selain itu, sebagian besar siswa memberikan sikap yang positif terhadap pembelajaran matematika dengan menggunakan pendekatan metacognitive scaffolding. This research was motivated by the fact that mathematical problem solving ability were important and still low in junior highschool students. The objectives of this study were: (1) determine whether the increased problem solving abilities of students who obtained teaching under metacognitive scaffolding teaching approach was better than students who obtained teaching under conventional teaching model; (2) determine students’ attitudes toward assembling of metacognitive scaffolding teaching model in mathematics teaching. The method used in this study was quasi-experimental with nonequivalent control group design. The population in this study were all 8th grade students of 16th junior high school Bandung academic year 2013/2014 and the samples were students from two classes of the school, which was one class as experimental group that obtained teaching under metacognitive scaffolding teaching approach and the other as control group that obtained conventional teaching model. The data were obtained from mathematical problem solving test, observation sheets and questionnaires. The results were: (1) enhancement mathematical problem solving ability of students who obtained teaching under metacognitive scaffolding teaching approach was better than students who obtained teaching under conventional teaching model; (2) students gave positive attitude toward assembling of metacognitive scaffolding teaching approach in mathematics teaching.
| Item Type: | Thesis (S1) |
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| Additional Information: | No. Panggil : S MAT MAN p-2014 |
| Uncontrolled Keywords: | Pendekatan pembelajaran metacognitive scaffolding, pemecahan masalah matematis |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika |
| Depositing User: | Staff DAM |
| Date Deposited: | 13 Mar 2015 03:42 |
| Last Modified: | 13 Mar 2015 03:42 |
| URI: | http://repository.upi.edu/id/eprint/14018 |
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