Hildhany, Diny (2015) PENINGKATAN KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS SISWA MELALUI PEMBELAJARAN KOOPERATIF LEARNING TWO STAY TWO STRAY (TSTS) DENGAN MENGGUNAKAN PENDEKATAN METACOGNITIVE SCAFFOLDING : studi kuasi eksperimen di salah satu SMPN kota Serang. S1 thesis, Universitas Pendidikan Indonesia.
|
Text
T_MTK_1202178_Title.pdf Download (24kB) | Preview |
|
|
Text
T_MTK_1202178_Abstract.pdf Download (140kB) | Preview |
|
|
Text
T_MTK_1202178_Table_of_content.pdf Download (243kB) | Preview |
|
|
Text
T_MTK_1202178_Chapter1.pdf Download (318kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
T_MTK_1202178_Chapter2.pdf Restricted to Staf Perpustakaan Download (334kB) |
|
|
Text
T_MTK_1202178_Chapter3.pdf Download (579kB) | Preview |
|
|
Text
T_MTK_1202178_Chapter4.pdf Restricted to Staf Perpustakaan Download (713kB) |
|
|
Text
T_MTK_1202178_Chapter5.pdf Download (143kB) | Preview |
|
|
Text
T_MTK_1202178_Bibliography.pdf Download (230kB) | Preview |
|
|
Text
T_MTK_1202178_Appendix.pdf Restricted to Staf Perpustakaan Download (585kB) |
Abstract
Penelitian ini bertujuan untuk mengkaji pencapaian dan peningkatan kemampuan pemahaman dan komunikasi matematis serta sikap siswa yang memperoleh pembelajaran kooperatif Learning Two Stay Two Stray (TSTS) dengan pendekatan metacognitive scaffolding dibandingkan dengan siswa yang memperoleh pembelajaran kooperatif biasa dengan pendekatan konvensional, adapun keunggulan pembelajaran tersebut dapat meningkatkan kemampuan sosial antar siswa, siswa dapat belajar secara mandiri sesuai pengalaman sendiri ataupun orang lain, dapat meningkatkan kemampuan pemahaman dan komunikasi matematis serta dapat meningkatkan sikap positif terhadap matematika. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMPN 13 Kota Serang dengan sampel dipilih dua kelas dari 8 kelas yang tersedia. Penelitian ini merupakan penelitian quasi experiment dengan desain penelitian Non-equivalent Control Group Design.. Adapun hasil penelitian menunjukkan bahwa (1) pencapaian kemampuan pemahaman matematis siswa dengan pembelajaran kooperatif Learning TSTS dengan pendekatan Metacognitive Scaffolding lebih baik dibandingkan dengan pembelajaran kooperatif konvensional. (2) peningkatan kemampuan pemahaman dengan pembelajaran kooperatif Learning TSTS dengan pendekatan Metacognitive Scaffolding lebih baik dibandingkan dengan pembelajaran kooperatif konvensional (3) pencapaian kemampuan komunikasi dengan pembelajaran kooperatif Learning TSTS dengan pendekatan Metacognitive Scaffolding lebih baik dibandingkan dengan pembelajaran kooperatif konvensional (4) peningkatan kemampuan komunikasi dengan pembelajaran kooperatif Learning TSTS dengan pendekatan Metacognitive Scaffolding kebih baik dibandingkan dengan pembelajaran kooperatif konvensional, (5) sikap siswa yang positif terhadap pembelajaran kooperatif Learning TSTS dengan pendekatan Metacognitive Scaffolding----------This study aims to assess the achievement and improvement of the capability of understanding and communication of mathematical and attitudes of students who received cooperative learning, through Two Stay Two Stray (TSTS) approach metacognitive scaffolding compared with students who received cooperative learning usual with conventional approaches. The advantages of learning can improve social skills among students, students can learn independently according to experience it, students can improve comprehension and mathematical communication and students increase positive attitudes towards mathematics. The populations in this study were all students of class VIII SMPN 13 Serang with purposive samples of two classes of eighth grade available. This research used a quasi-experimental research with non-equivalent control group design. The results revealed that (1) the achievement of students' mathematical understanding of the ability of cooperative learning through TSTS with Scaffolding metacognitive approach is better than the conventional cooperative learning. (2) increase the ability of understanding with cooperative learning throgh TSTS approach metacognitive Scaffolding better than the cooperative learning conventional (3) the achievement of communications capabilities with cooperative learning through TSTS approach metacognitive Scaffolding is better than the cooperative learning conventional (4) improvement of communication skills with cooperative learning through TSTS metacognitive Scaffolding approach is significantly better than with conventional cooperative learning, (5) there is a positive student attitudes toward Cooperative Learning through TSTS with Metacognitive Scaffolding approach.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No.Panggil : T MTK HIL p-2015 ; Pembimbing : I. Tatang Mulyana, II. Kusnandi |
| Uncontrolled Keywords: | pembelajaran kooperatif learning Two Stay Two Stray (TSTS), pendekatan metacognitive scaffolding , kemampuan pemahaman matematis , kemampuan komunikasi matematis, sikap siswa |
| Subjects: | Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-2 |
| Depositing User: | Mr. Tri Agung |
| Date Deposited: | 22 Aug 2016 03:09 |
| Last Modified: | 22 Aug 2016 03:09 |
| URI: | http://repository.upi.edu/id/eprint/21732 |
Actions (login required)
 |
View Item |