PENDEKATAN DIFFERENTIATED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS, KREATIF MATEMATIS DAN SELF CONFIDENCE SISWA SMP

Lailiyah, Evi (2016) PENDEKATAN DIFFERENTIATED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS, KREATIF MATEMATIS DAN SELF CONFIDENCE SISWA SMP. S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Tujuan utama penelitian ini untuk menyelidiki pencapaian dan peningkatan kemampuan berpikir kritis dan kreatif matematis serta pencapaian self confidence siswa, sebagai akibat dari pembelajaran dengan pendekatan Differentiated Instruction dan pembelajaran biasa. Penelitian ini adalah penelitian kuasi eksperimen dengan pretest-posttest control grup design. Dari penelitian ini diperoleh hasil bahwa (1) Secara keseluruhan peningkatan kemampuan berpikir kritis siswa yang mendapat pembelajaran DI lebih baik daripada siswa yang mendapat pembelajaran biasa. Namun berdasarkan kategori KAM (atas, tengah, dan bawah), untuk kategori KAM atas dan tengah peningkatan kemampuan berpikir kritis matematis siswa yang mendapat pembelajaran DI lebih baik daripada siswa yang mendapat pembelajaran biasa, sedangkan untuk kategori KAM bawah tidak terdapat perbedaan peningkatan kemampuan berpikir kritis matematis, (2) Secara keseluruhan tidak terdapat perbedaan pencapaian dan peningkatan kemampuan berpikir kreatif antara siswa yang mendapat pembelajaran DI dengan siswa yang mendapat pembelajaran biasa. Begitu juga berdasarkan kategori KAM (atas, tengah, bawah), tidak terdapat perbedaan pencapaian dan peningkatan kemampuan berpikir kreatif antara siswa yang mendapat pembelajaran DI dengan siswa yang mendapat pembelajaran biasa, (3) Secara keseluruhan tidak terdapat perbedaan pencapaian dan peningkatan self confidence antara siswa yang mendapat pembelajaran DI dengan siswa yang mendapat pembelajaran biasa. Begitu juga berdasarkan kategori KAM (atas, tengah, bawah), tidak terdapat perbedaan pencapaian dan peningkatan self confidence antara siswa yang mendapat pembelajaran DI dengan siswa yang mendapat pembelajaran biasa, (4) Tidak terdapat interaksi antara pembelajaran dan KAM terhadap pencapaian kemampuan berpikir kreatif dan self confidence siswa. Sedangkan untuk kemampuan berpikir kritis matematis, terdapat interaksi antara pembelajaran dan KAM siswa, (5) Terdapat asosiasi antara kemampuan berpikir kritis dan kreatif matematis serta antara kemampuan berpikir kritis dan self confidence siswa. Sedangkan antara kemampuan berpikir kreatif dan self confidence siswa tidak terdapat asosiasi. Kata Kunci : pendekatan Differentiated Instruction, berpikir kritis matematis, berpikir kreatif matematis, self confidence The main objective of this study to investigate the achievement and enhancement of critical and creative thinking skills as well as the mathematical achievement of students self confidence, as a result of learning to approach Differentiated Instruction and usual. This study is a quasi-experimental research with pretest-posttest control group design. Results of this study were (1) Overall achievement and increase students' critical thinking skills that got DI better learning than students who received usual. However, based on the category of KAM (high, medium, and low), the category KAM high, attainment and improvement of critical thinking skills mathematical students who study DI better than students who received usual, while for category KAM low- and there is no difference attainment and an increase in critical thinking skills mathematically, (2) Overall there was no difference attainment and increase the ability of creative thinking among students who received DI learning with students getting usual. Likewise by category KAM (high, medium, low), there are no differences in achievement and increase the ability of creative thinking among students who received teaching DI with students getting usual, (3) Overall there was no difference achievement and increased self-confidence among students who gets DI learning with students getting usual. Likewise by category KAM (high, medium, low), there are no differences in achievement and increased self-confidence among students who received teaching DI with students getting usual, (4) There is no interaction between learning and KAM to the attainment of critical thinking skills and self-confidence of students. As for the ability of creative thinking mathematically, there is interaction between student learning and KAM, (5) There is an association between the ability to think critically and creatively mathematical and between critical thinking skills and self confidence of students. While the ability to think creatively and students' self confidence there is no association. Keywords: Differentiated Instruction approach, mathematically critical thinking, creative thinking mathematically, self confidence

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil : T MAT LAI p-2016; Pembimbing : I. Utari Sumarmo
Uncontrolled Keywords: pendekatan Differentiated Instruction, berpikir kritis matematis, berpikir kreatif matematis, self confidence
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Q Science > QA Mathematics
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-2
Depositing User: Mrs. Neni Sumarni
Date Deposited: 14 Aug 2017 08:47
Last Modified: 14 Aug 2017 08:47
URI: http://repository.upi.edu/id/eprint/24831

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