PENINGKATAN KEMAMPUAN PEMODELAN DAN ABSTRAKSI MATEMATIS SERTA MOTIVASI BELAJAR SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN KONTEKSTUAL KOLABORATIF

Tata, - (2015) PENINGKATAN KEMAMPUAN PEMODELAN DAN ABSTRAKSI MATEMATIS SERTA MOTIVASI BELAJAR SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN KONTEKSTUAL KOLABORATIF. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.

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Abstract

Kemampuan pemodelan dan abstraksi matematis merupakan dua kemampuan penting dalam pendidikan matematika. Kemampuan pemodelan matematis memainkan peranan dalam hal memahami matematika maupun dalam hal pemecahan masalah matematis dan kemampuan abstraksi matematis berhubungan dengan kemampuan penguasaan konsep matematika yang abstrak, sedangkan motivasi belajar siswa dalam matematika merupakan faktor yang ikut menunjang kesuksesan siswa dalam belajar matematika. Sayangnya siswa belum menguasai kemampuan-kemampuan tersebut dengan baik, oleh karena itu perlu adanya upaya untuk menerapkan suatu model pembelajaran yang diperkirakan dapat memicu peningkatan kemampuan-kemampuan tersebut. Tujuan utama penelitian ini adalah untuk mengungkap pencapaian dan peningkatan kemampuan pemodelan matematis siswa (KPMS), kemampuan abstraksi matematis siswa (KABMS), dan motivasi belajar siswa (MBS), melalui pembelajaran kontekstual kolaboratif (PKK), pembelajaran kontekstual (PK), dan pembelajaran biasa (PB). Desain penelitian ini adalah eksperimen kelompok kontrol pretes-postes dengan menggunakan tiga kelompok. Kelompok eksperimen-1 memperoleh PKK, kelompok eksperimen-2 memperoleh PK dan kelompok kontrol memperoleh PB. Data diperoleh menggunakan tes pengetahuan awal matematis (PAM), tes kemampuan pemodelan matematis, tes kemampuan abstraksi matematis, skala motivasi belajar siswa, dan lembar observasi. Populasi penelitian ini adalah seluruh siswa Sekolah Menengah Pertama Negeri di Kota Cianjur, Provinsi Jawa Barat. Adapun sampelnya siswa kelas VII yang berasal dari peringkat sekolah tinggi dan sedang. Pada masing-masing peringkat sekolah dipilih satu sekolah secara purposive sampling dan dari setiap sekolah dipilih secara acak tiga kelas dengan jumlah sampel 203 siswa. Analisis data menggunakan uji ANAVA satu dan dua jalur serta uji Kruskal-Wallis. Berdasarkan analisis data, diperoleh kesimpulan bahwa: (1) terdapat perbedaan pencapaian dan peningkatan KPMS, KABMS, dan MBS antara yang memperoleh PKK, PK dan PB. Level pencapaian dan peningkatan KPMS dan KABMS yang memperoleh PKK berada pada level sedang, sedangkan pencapaian MBS yang memperoleh PKK, PK, dan PB berada pada level tinggi; (2) tidak terdapat interaksi antara pembelajaran dan level sekolah, antara pembelajaran dan PAM terhadap pencapaian dan peningkatan KPMS, dan terhadap pencapaian MBS; (3) terdapat interaksi antara pembelajaran dan level sekolah, antara pembelajaran dan PAM terhadap pencapaian dan peningkatan KABMS, dan terhadap peningkatan MBS; (4) terdapat korelasi antara KPMS dan KABMS, antara KPMS dan MBS, dan antara KABMS dan MBS. Kata Kunci: Pembelajaran Kontekstual Kolaboratif, Pemodelan Matematis, Abstraksi Matematis, dan Motivasi Belajar. Mathematical modeling and mathematical abstraction ability are important in mathematics education. The mathematical modeling ability is part of mathematical problem solving ability and as a bridge between contextual problems and mathematical concepts and the mathematical abstraction ability relate to the ability of an abstract mathematical concept mastery. While the students’ motivation in mathematics are contributing factor to support student success in learning mathematics. Unfortunately students have not mastered these skill well, therefore the need for efforts to implement a model of learning that can enhance these abilities. The main purpose of this research is to investigate the achievement and enhancement of students’ mathematical modeling ability (SMMA), students’ mathematical abstraction ability (SMAA), and students’ learning motivation (SLM), as a result of collaborative contextual learning (CCL), contextual learning (CL), and conventional learning (CVL). The research design used is an experimental research that used non-equivalent control group experimental design and used three groups. One group is the first experimental group was treated under CCL, the second experimental group was treated under CL, and another group was treated under CVL. The instrument used consists of mathematical prior knowledge test (MPK), mathematical modeling ability test, mathematical abstraction ability test, learning motivation scale, and observation sheets. The population of the research is Junior High School students in Cianjur City, West Java Province. The sample is seventh grader students from two levels of school classified as high and medium level. One school was selected from each school level by purposive sampling. Three groups were randomly selected from each school with a sample size of 203 students. The data analysis used one-way ANOVA, two-way ANOVA and Kruskal Wallis test. It can be concluded that: (1) the achievement and enhancement of SMMA, SMAA, and SLM who received CCL and CL are better than those of students who received CL. The level of achievement and enhancement of students’ mathematical modeling and abstraction who received CCL are at the medium level, while of the level of achievement of SLM who received CCL, CL and CVL are at the high level; (2) there is no interaction between learning model and school levels, between learning model and MPK toward achievement and enhancement of SMMA, and toward achievement of SLM; (3) there is an interaction between learning model and school levels, between learning model and MPK toward achievement and enhancement of SMAA, and toward enhancement of SLM; (4) there is a correlation between SMMA and SMAA, between SMMA and SLM, and between SMAA and SLM. Key words: Collaborative Contextual Learning, mathematical modeling, mathematical abstraction, and learning motivation.

Item Type: Thesis (eprint_fieldopt_thesis_type_phd)
Additional Information: No. Panggil: D_MTK_TAT p-2015; Promotor: Yaya S. Kusumah,Ko-Promotor: Jozua Sabandar, Anggota : Darhim
Uncontrolled Keywords: Pembelajaran Kontekstual Kolaboratif, Pemodelan Matematis, Abstraksi Matematis, dan Motivasi Belajar.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Q Science > QA Mathematics
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-3
Depositing User: Mr. Cahya Mulyana
Date Deposited: 27 May 2016 05:43
Last Modified: 27 May 2016 05:43
URI: http://repository.upi.edu/id/eprint/20101

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