PENDIDIKAN MATEMATIKA REALISTIK BERBANTUAN KOMPUTER UNTUK MENINGKATKAN HIGHER-ORDER THINKING SKILLS DAN MATHEMATICAL HABITS OF MIND SISWA SMP

Susanti, Ely (2014) PENDIDIKAN MATEMATIKA REALISTIK BERBANTUAN KOMPUTER UNTUK MENINGKATKAN HIGHER-ORDER THINKING SKILLS DAN MATHEMATICAL HABITS OF MIND SISWA SMP. ["eprint_fieldopt_thesis_type_phd" not defined] thesis, Universitas Pendidikan Indonesia.

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Abstract

Rendahnya kemampuan berpikir tingkat tinggi siswa yang juga berdampak pada masih rendahnya kebiasaan berpikir matematis siswa. Berdasarkan studi pendahuluan diperoleh data lebih dari 50% siswa belum mampu menganalisis, mensintesis informasi, dan membuat kesimpulan. Hasil lainnya dari PISA 2009 diketahui bahwa kurang dari 10% siswa Indonesia mampu menyelesaikan permasalahan yang membutuhkan pemikiran kompleks. Salah satu upaya yang dapat diberikan untuk mengatasi masalah di atas adalah dengan pembelajaran pendidikan matematika realistik berbantuan komputer (PMRK). Sampel penelitian ini adalah 185 siswa kelas IX terdiri dari SMP Negeri 9 Palembang, SMP Negeri 10 Palembang, dan SMP Negeri 17 Palembang. Penelitian ini merupakan penelitian eksperimen dengan desain Pretest-Posttest Two Treatment. Pada penelitian ini kelompok eksperimen diberi perlakuan PMRK sedangkan kelompok kontrol diberi PMR saja. Subjek penelitian dibagi berdasarkan kategori-kategori, yaitu kategori level sekolah (tinggi dan sedang), serta kategori pengetahuan awal matematika (atas, tengah, dan bawah). Instrumen yang digunakan dalam penelitian ini meliputi: tes pengetahuan awal matematika, tes kemampuan berpikir tingkat tinggi, skala kebiasaan berpikir matematis, wawancara dan catatan lapangan. Analisis data menggunakan uji-t, uji Mann-Whitney, dan Anava dua jalur. Hasil analisis data menyimpulkan bahwa: (1) terdapat perbedaan pencapaian kemampuan berpikir tingkat tinggi antara siswa yang belajar dengan pendekatan PMRK dan PMR saja, tetapi tidak terdapat perbedaan pada peningkatan kemampuan berpikir tingkat tinggi siswa yang belajar dengan PMRK dan PMR saja secara keseluruhan; (2) tidak terdapat perbedaan pencapaian kebiasaan berpikir matematis antara siswa yang belajar dengan pendekatan PMRK dan PMR saja, tetapi terdapat perbedaan peningkatan kebiasaan berpikir matematis antara siswa yang belajar dengan pendekatan PMRK dan PMR saja. Selain itu berdasarkan hasil penelitian pula diperoleh kesimpulan bahwa faktor pendekatan pembelajaran dan level sekolah serta faktor pembelajaran dan kategori PAM, tidak memberikan pengaruh terhadap peningkatan kemampuan berpikir tingkat tinggi dan kebiasaan berpikir matematis siswa secara keseluruhan. The background of this study is the lack of students’ higher-order thinking skills which is impacted on their mathematical habits of mind. The preliminary studies indicate that more than 50% of students were not able to analyze, synthesize information, and make conclusions. It reinforce the results of PISA which indicate that less than 10% of Indonesian students can solve problems that complex thinking. To overcome this problems, computer-assisted realistic mathematics education (PMRK) could be implemented. The sample in this study are 185 Junior High School students grade IX in Palembang that consists of SMP Negeri 9 Palembang, SMP Negeri 10 Palembang, and SMP Negeri 17 Palembang. In this experimental research with Pretest-Posttest Two Treatment Design, students in the experimental group were treated under PMRK and students in the control group were treated under PMR only. Subjects are categorized based on the level of school (high and medium), and mathematical prior knowledge (top, middle, and bottom). The instruments used in this study consisted of: mathematical prior knowledge test, higher-order thinking skills test, questionnaires mathematical habits of mind, interviews, and field notes. Data are analyzed using the t-test, Mann-Whitney test, and two-way ANOVA. The conclusion based on data analysis: (1) there are differences between students who learn under PMRK and PMR only in their achievement of higher-order thinking skills, but there is no difference between students who learn under PMRK and PMR only in their enhancement of higher-order thinking skills; (2) there is no difference between students who learn under PMRK and PMR only in their achievement of mathematical habits of mind, and there are difference between students who learn under PMRK and PMR only in their enhancement of mathematical habits of mind; (3) learning factors and school levels as well as the learning factor and PAM categories do not give effect in students’enhancement of higher-order thinking skills and mathematical habits of mind.

Item Type: Thesis (["eprint_fieldopt_thesis_type_phd" not defined])
Additional Information: No. Panggil: D MTK SUS p-2014; Pembimbing: I. Yaya S. Kusumah, II. Jozua Sabandar
Uncontrolled Keywords: higher-order thinking skills, mathematical habits of mind, PMR berbantuan komputer.
Subjects: Q Science > QA Mathematics
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-3
Depositing User: Staf Koordinator 3
Date Deposited: 07 Aug 2015 08:07
Last Modified: 07 Aug 2015 08:07
URI: http://repository.upi.edu/id/eprint/15873

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