PENERAPAN PEMBELAJARAN BERBASIS MASALAH DAN STRATEGI KONFLIK KOGNITIF UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA KELAS V SEKOLAH DASAR

Rifai Bani Salam, Ahmad (2017) PENERAPAN PEMBELAJARAN BERBASIS MASALAH DAN STRATEGI KONFLIK KOGNITIF UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA KELAS V SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini dilatarbelakangi oleh sulitnya siswa menguasai kemampuan
representasi matematis. Hal ini dikarenakan dalam proses pembelajaran
matematika umumnya guru terlalu berkonsentrasi pada latihan
menyelesaikan soal yang bersifat prosedural dan mekanistis daripada
pengertian. Hal ini terbukti dari hasil pengamatan yang menunjukkan
bahwa siswa kurang bisa mengomunikasikan pemikiran mereka berupa
gambar, simbol, maupun kata tertulis. Penelitian ini bertujuan untuk
mendeskripsikan proses penerapan pembelajaran berbasis masalah dan
strategi konflik kognitif, dan mendeskripsikan peningkatan kemampuan
representasi siswa kelas V Sekolah Dasar. Penelitian ini dilakukan dengan
menggunakan Metode Penelitian Tindakan Kelas Model Kemmis dan Mc
Taggart dengan dua siklus dan setiap siklusnya terdiri dari 4 tahap
penelitian yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Hasil
penelitian yang diperoleh yaitu nilai rata-rata kelas pada siklus I sebesar
80,68 dengan ketuntasan belajar 70%. Pada siklus II mengalami penurunan
rata-rata kelas menjadi 79,5. Sekalipun, rata-rata nilai ini berbanding
terbalik dengan ketuntasan belajar siswa sebesar 80%. Berdasarkan data
diatas, maka dapat disimpulkan bahwa pembelajaran berbasis masalah dan
strategi konflik kognitif memiliki dampak positif dalam peningkatan
kemampuan representasi siswa pada mata pelajaran matematika.----------This research is motivated by the difficulty of students mastering the
ability of mathematical representation. This is because in the process of
learning mathematics teachers are generally too concentrated on the
practice of solving problems that are procedural and mechanistic rather
than understanding. This is evident from the results of observations that
show that students are less able to communicate their thoughts in the form
of images, symbols, or written word. This study aims to describe the
process of applying problem-based learning and cognitive conflict
strategy, and describe the improvement of representation ability of grade
V elementary school students. This research is done by using Research
Method Action Class of Kemmis Model and Mc Taggart with two cycles
and each cycle consists of 4 stages of research that is planning,
implementation, observation, and reflection. The result of this research is
the average value of class in cycle I is 80,68 with 70% learning
completeness. In the second cycle decreased the average class to 79.5.
Although, the average value is inversely proportional to the completeness
of student learning by 80%. Based on the above data, it can be concluded
that problem-based learning and cognitive conflict strategies have a
positive impact in improving students' representation skills in mathematics
subjects.

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Item Type:	Thesis (S1)
Additional Information:	No. Panggil: S PGSD SAL p-2017; Pembimbing: I. Tatang S., II. Andhini Dyas Fitriani; NIM:1306281
Uncontrolled Keywords:	metode pembelajaran, berbasis masalah, konflik kognitif, representasi matematis, sekolah dasar
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education Q Science > QA Mathematics
Divisions:	Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Depositing User:	Mrs. Santi Santika
Date Deposited:	12 Mar 2018 04:03
Last Modified:	12 Mar 2018 04:03
URI:	http://repository.upi.edu/id/eprint/29053

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