MENGEMBANGKAN KEMAMPUAN BERPIKIR LOGIS, KOMUNIKASI, DAN KEMANDIRIAN BELAJAR MATEMATIS SISWA SMA MELALUI PEMBELAJARAN METAKOGNITIF

Aminah, Mimih (2016) MENGEMBANGKAN KEMAMPUAN BERPIKIR LOGIS, KOMUNIKASI, DAN KEMANDIRIAN BELAJAR MATEMATIS SISWA SMA MELALUI PEMBELAJARAN METAKOGNITIF. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.

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

Abstract

Tujuan dari penelitian ini adalah untuk menyelidiki apakah pembelajaran matematika dengan pendekatan metakognitif memiliki pengaruh terhadap kemampuan berpikir logis matematis; kemampuan komunikasi matematis; serta kemandirian belajar matematis siswa. Penelitian ini merupakan penelitian kuasi-eksperimental dengan the pretest-post test control group design. Populasinya adalah siswa kelas X sebuah SMA Negeri di Kabupaten Sumedang, sedangkan yang menjadi sampel adalah dua kelas yang terdiri dari 70 siswa yang dipilih secara purposive. Satu kelompok eksperimen dan satu kelompok kontrol digunakan, dan siswa dikelompokkan ke dalam tiga kategori berdasarkan kemampuan awal matematis (KAM) yakni tinggi, sedang, dan rendah. Eksperimen dilakukan selama semester ganjil tahun pelajaran 2013/2014. Data dikumpulkan melalui tes kemampuan berpikir logis matematis, tes kemampuan komunikasi matematis, dan skala kemandirian belajar matematis. Terhadap data yang terkumpul dilakukan analisis statistik inferensial dan analisis deskriptif. Analisis statistik yang digunakan adalah Anava dua jalur, uji-t, uji Mann-Whitney, uji Kruskal-Wallis, dan uji Chi-kuadrat. Kesimpulan yang dapat ditarik berdasarkan analisis data adalah bahwa: dibandingkan pembelajaran konvensional, pembelajaran metakognitif memberi pengaruh lebih baik pada siswa dengan KAM sedang dalam aspek kemampuan berpikir logis dan komunikasi matematis, dan memberi pengaruh lebih baik pada siswa secara keseluruhan dalam aspek kemandirian belajar matematis. Tidak terdapat interaksi antara pendekatan pembelajaran dengan kemampuan awal matematis pada peningkatan kemampuan berpikir logis dan kemandirian belajar matematis siswa. Terdapat asosiasi antara kemampuan berpikir logis dengan komunikasi matematis, baik di kelas metakognitif maupun di kelas konvensional. Tidak terdapat asosiasi antara kemampuan berpikir logis dengan kemandirian belajar matematis, dan antara kemampuan komunikasi dengan kemandirian belajar matematis baik di kelas metakognitif maupun di kelas konvensional.;--- The purpose of this study is to investigate whether the study of mathematics by metacognitive approach has an influence on the ability of mathematical logical thinking; mathematical communication skills; and mathematical self-regulated learning (SRL). This study is a quasi-experimental with a pretest-posttest control group design. The population is tenth grade students in a state senior high school in Sumedang. The number of students participating in the study was 70 from two classes of eight parallel classes were choses purposively. One experimental group and a control group are used, and the students were grouped into three categories based on mathematical prior knowledge (MPK), namely high, medium, and low. Data were collected through mathematical logical thinking ability tests, mathematical communication skills tests, and mathematical SRL scale. Inferential statistical analysis and descriptive analysis are performed to the collected data. Statistical analyses used were two-way Anova, t-test, Mann-Whitney test, Kruskal-Wallis test, and Chi-square test. The conclusion that can be drawn based on the analysis of the data is that: compared to conventional learning, metacognitive learning gave better influence on students with medium MPK is in the aspect of logical thinking skills and mathematical communication, and gave an overall better effect on students in the aspects of mathematical SRL. There is no interaction between the learning approaches and MPK on improving logical thinking ability and SRL of students. There is an association between logical thinking and mathematical communication ability, both in the metacognitive classroom as well as in a conventional classroom. There is no association between logical thinking skills and mathematical SRL, also between mathematical communication skills and mathematical SRL, both in the metacognitive classroom as well as in a conventional classroom.

Item Type: Skripsi,Tesis,Disertasi (eprint_fieldopt_thesis_type_phd)
Additional Information: No. Panggil: D MTK AMI m 2016 Pembimbing: I. Yaya S. Kusumah, II. Didi Suraydi
Uncontrolled Keywords: metakognisi, pembelajaran metakognitif, berpikir logis matematis, komunikasi matematis, kemandirian belajar matematis, metacognition, metacognitive learning, mathematical logical thinking, mathematical communication, mathematical self-regulated learning, mathematical prior knowledge
Subjects: Q Science > QA Mathematics
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-3
Depositing User: Mr mhsinf 2017
Date Deposited: 25 Sep 2017 08:05
Last Modified: 25 Sep 2017 08:05
URI: http://repository.upi.edu/id/eprint/26220

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