Hendrayana, Aan (2015) PENGARUH PEMBELAJARAN PENDEKATAN RIGOROUS MATHEMATICAL THINKING (RMT) TERHADAP PEMAHAMAN KONSEPTUAL, KOMPETENSI STRATEGIS, DAN BEBAN KOGNITIF MATEMATIS SISWA SMP BOARDING SCHOOL: Sekolah Berasrama. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk melihat perbandingan pengaruh pembelajaran pendekatan RMT dan pembelajaran pendekatan langsung terhadap Pemahaman Konseptual Matematis (PKM), Kompetensi Strategis Matematis (KSM), dan Beban Kognitif Matematis (BKM) siswa SMP Boarding School (sekolah berasrama). Populasi penelitian ini adalah siswa SMP Boarding School dan sampelnya siswa SMP DT Boarding School Bandung. Selain faktor pembelajaran, dalam penelitian ini dilihat pula faktor gender, Kemampuan Awal Matematik (KAM), dan Gaya Belajar Matematis (GBM). Instrumen penelitian yang digunakan meliputi tes pemahaman konseptual, tes kompetensi strategis, dan kuesioner beban kognitif Matematik. Metode penelitian yang digunakan, yaitu metode campuran kual-KUAN. Analisis data yang digunakan pada fase kual adalah triangulasi, sedangkan fase KUAN, yaitu: uji t, uji ANOVA, uji Mann-Whitney U, uji Liniearitas dan uji Koefisien Regresi. Secara umum dapat disimpulkan bahwa pendekatan pembelajaran RMT mempunyai pengaruh yang lebih baik dibanding pembelajaran langsung terhadap PKM, KSM, dan BKM siswa. Dilihat dari faktor gender, KAM, dan GBM, secara umum siswa yang mendapat pembelajaran RMT juga lebih baik dibandingkan dengan pembelajaran langsung. Pengelompokan atas dasar faktor-faktor tersebut tidak menjadi penentu perbedaan PKM, KSM, dan BKM. This study aimed to compare the effect of RMT and direct instruction to the Mathematical Conceptual Understanding (MCU), Mathematical Strategic Competence (MSC), and Mathematical Cognitive Load (MCL) of boarding junior high school students. The population was students of junior high boarding school and the sampel are students of junior high school sample of DT Boarding School in Bandung. In addition to the learning factor, in this study also show the gender factor, Early Mathematics Ability (EMA), and Mathematical Learning Styles (MLS). The research instruments used include test for MCU and MSC and then questionnaires for MCL. The method used, the method mix Kual-KUAN. Analysis of the data used in the phase Kual is triangulation, while KUAN phases, namely: t-test, ANOVA, Mann-Whitney U test, test and test Liniearitas Regression Coefficients. In general, it can be concluded that the RMT instruction has a better effect than a direct instruction to MCU, MSC, and MCL of students. Judging from the gender factor, EMA, and MLS, in general, students who study RMT instruction is also better than the direct instruction. Grouping on the basis of these factors are not a decisive difference in MCU, MSC, and MCL.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No. Panggil: D MTK HEN p-2015; Pembimbing: I. Wahyudin, II. Bana G. Kartasasmita |
| Uncontrolled Keywords: | rigorous mathematical thinking, pemahaman konseptual matematiks, kompetensi strategis matematis, beban kognitif matematis, sekolah berasrama |
| Subjects: | L Education > LB Theory and practice of education Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Mr. Tri Agung |
| Date Deposited: | 02 Oct 2015 02:36 |
| Last Modified: | 02 Oct 2015 02:36 |
| URI: | http://repository.upi.edu/id/eprint/17547 |
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