Yumiati, - (2015) Meningkatkan Kemampuan Berpikir Aljabar, Berpikir Kritis Matematis, dan Self-Regulated Learning Siswa SMP melalui Pembelajaran CORE: (Connecting, Organizing, Reflecting, dan Extending). eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan mengkaji penerapan pembelajaran CORE (Connecting, Organizing, Reflecting, dan Extending) dalam meningkatkan Kemampuan Berpikir Aljabar (KBA), Kemampuan Berpikir Kritis (KBK), dan Self-Regulated Learning (SRL) siswa SMP. Penelitian ini juga bertujuan untuk melihat pengaruh pembelajaran terhadap pencapaian dan peningkatan KBA, KBK, serta SRL siswa secara keseluruhan, berdasarkan level sekolah dan Kemampuan Awal Matematis (KAM) siswa. Melalui penelitian kuasi eksperimen dengan desain nonequivalent control group dilibatkan 191 siswa SMP kelas VIII dari tiga sekolah yang mewakili sekolah level tinggi, sedang, dan rendah di Kota Jakarta Utara. Hasil penelitian menunjukkan bahwa: 1) Pencapaian dan peningkatan KBA dan KBK siswa kelompok pembelajaran CORE lebih baik daripada siswa kelompok pembelajaran konvensional ditinjau dari keseluruhan, tiap level sekolah, dan tiap kelompok KAM; 2) Pencapaian SRL siswa kelompok pembelajaran CORE lebih baik daripada siswa kelompok pembelajaran konvensional ditinjau dari keseluruhan kelas, sekolah level tinggi dan sedang, serta kelompok KAM atas dan tengah; 3) Peningkatan SRL siswa kelompok pembelajaran CORE lebih baik daripada siswa kelompok pembelajaran konvensional ditinjau dari keseluruhan kelas, sekolah level tinggi, dan kelompok KAM tengah; 4) Terdapat perbedaan yang signifikan pencapaian dan peningkatan KBA dan KBK siswa di dalam pebelajaran CORE antar level sekolah dan antar kelompok KAM; 5) Tidak terdapat perbedaan yang signifikan pencapaian SRL siswa di dalam pembelajaran CORE antar level sekolah, namun terdapat perbedaan yang signifikan pencapaian SRL siswa di dalam pembelajaran CORE antar kelompok KAM; 6) Tidak terdapat perbedaan yang signifikan peningkatan SRL siswa di dalam pembelajaran CORE antar level sekolah dan antar kelompok KAM; 7) Tidak terdapat interaksi antara faktor pembelajaran dengan faktor level sekolah serta antara faktor pembelajaran dengan faktor KAM terhadap pencapaian dan peningkatan KBA dan KBK siswa; 8) Tidak terdapat interaksi antara faktor pembelajaran dengan faktor level sekolah serta antara faktor pembelajaran dengan faktor KAM terhadap pencapaian SRL siswa; dan 9) Terdapat interaksi antara faktor pembelajaran dengan faktor level sekolah, dan antara faktor pembelajaran dengan faktor KAM terhadap peningkatan SRL siswa. This study aims to examine the application of CORE (Connecting, Organizing, Reflecting and Extending) learning in enhancing Algebra Thinking Skill (ATS), Critical Thinking Skill (CTS), and Self-Regulated Learning (SRL) of Junior High School students. This study also see the influence of learning towards the achievement and enhancement student’s ATS, CTS and SRL entirely, based on school level and student’s Mathematical Prior Knowledge (MPK). Through experiment quasi study with nonequivalent design control group, involved 191 students in 8th grade of Junior High School from three schools which represent high, medium and low level school in North Jakarta City. The results of the study show that: 1) ATS and CTS achievement and enhancement of students under CORE learning group is better than students under conventional learning group entirely, each school level, and each group of MPK; 2) SRL achievement of students under CORE learning is better than students under conventional learning entirely, high and medium level school, upper and middle group of MPK; 3) SRL enhancement of student under CORE learning is better than student under conventional learning entirely, high level school, and middle group of MPK; 4) There is significant difference in CTS and ATS achievement and enhancement of students in CORE learning between school level and group of MPK; 5) There is no significant difference in SRL achievement of students in CORE learning between school level, but there is significant difference in SRL achievement in CORE learning between MPK group; 6) There is no significant difference in SRL enhancement of students in CORE learning between school level and MPK group; 7) There is no interaction between learning factor and school level factor and between learning factor and student’s MPK factor towards student’s ATS and CTS achievement and enhancement; 8) There is no interaction between learning factor and school level factor, also between learning factor and student’s MPK factor towards students’s SRL achievement; and 9) There is interaction between learning factor and school level factor, also between learning factor and student’s MPK factor towards students’s SRL enhancement.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
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| Additional Information: | No. Panggil: D MAT YUM m-2015; Pembimbing:I. Yaya S. Kusumah, II. Didi Suryadi |
| Uncontrolled Keywords: | Kemampuan berpikir aljabar, kemampuan berpikir kritis, pembelajaran CORE, self-regulated learning |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Staff DAM |
| Date Deposited: | 01 Oct 2015 01:49 |
| Last Modified: | 01 Oct 2015 01:49 |
| URI: | http://repository.upi.edu/id/eprint/17255 |
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