PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN REPRESENTASI VISUAL THINKING MATEMATIS SISWA DENGAN PENERAPAN METODE PEMBELAJARAN KOLAWOLE’S PROBLEM SOLVING

    Anggraini, Hilwati Tias (2017) PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN REPRESENTASI VISUAL THINKING MATEMATIS SISWA DENGAN PENERAPAN METODE PEMBELAJARAN KOLAWOLE’S PROBLEM SOLVING. S2 thesis, Universitas Pedidikan Indonesia.

    Abstract

    Penelitian ini merupakan kuasi eksperimen dengan desain penelitian nonequivalent
    control group. Kelompok eksperimen diberi perlakuan berupa pembelajaran dengan
    penerapan metode pembelajaran Kolawole’s Problem Solving, sedangkan kelompok
    kontrol dengan pembelajaran konvensional. Penelitian ini melibatkan 58 siswa kelas
    X SMA di Jakarta. Analisis data dalam pengujian hipotesis digunakan uji MannWhitney U dan uji Kruskal Wallis. Berdasarkan hasil penelitian, ditemukan bahwa:
    (1) Secara keseluruhan, peningkatan kemampuan berpikir kritis matematis siswa yang
    mendapat pembelajaran dengan penerapan pembelajaran Kolawole’s Problem Solving
    (KPS) lebih baik daripada siswa yang mengikuti pembelajaran konvensional; (2)
    Secara keseluruhan, peningkatan kemampuan representasi visual thinking matematis
    siswa yang mendapat pembelajaran dengan penerapan pembelajaran Kolawole’s
    Problem Solving (KPS) lebih baik daripada siswa yang mengikuti pembelajaran
    konvensional; (3) Peningkatan kemampuan berpikir kritis matematis siswa kelas yang
    diajarkan dengan pembelajaran KPS secara signifikan lebih baik daripada siswa yang
    diajarkan dengan pembelajaran konvensional berdasarkan kategori KAM rendah
    sedangkan secara signifikan tidak lebih baik berdasarkan kategori KAM tinggi dan
    sedang; (4) Peningkatan kemampuan representasi visual thinking matematis siswa
    kelas yang diajarkan dengan pembelajaran KPS secara signifikan lebih baik daripada
    siswa yang diajarkan dengan pembelajaran konvensional berdasarkan kategori KAM
    sedang sedangkan secara signifikan tidak lebih baik berdasarkan kategori KAM
    tinggi dan rendah; (5) Terdapat pengaruh interaksi metode pembelajaran (Kolawole’s
    Problem Solving dan konvensional) dan KAM terhadap peningkatan kemampuan
    berpikir kritis matematis siswa. (6) Tidak terdapat pengaruh interaksi metode
    pembelajaran (Kolawole’s Problem Solving dan konvensional) dan KAM terhadap
    peningkatan kemampuan representasi visual thinking matematis siswa.----------This research is a quasi-experimental design with nonequivalent control group. The
    experimental group was treated in the implementation Kolawole’s Problem Solving
    learning method, whereas the control group was treated with conventional learning.
    This study employed 58 ten graders in one of Senior High Schools in Jakarta. To
    analyze data, this study used Mann Whitney U test and Kruskal Wallis test. The result
    revealed that: (1) Overall, Students’ improvement of critical thinking ability with
    Kolawole’s Problem Solving (KPS) teaching method are better than those with
    conventional teaching method. (2) Overall, Students’ improvement of visual thinking
    of representation ability with KPS teaching method are better than those with
    conventional teaching method. (3) Students’ improvement of critical thinking ability
    with KPS teaching method are significantly better than those with conventional
    teaching method based on low KAM categories but are not significantly better than in
    conventional learning based on high and medium KAM categories. (4) Students’
    improvement of visual thinking of representation ability with KPS teaching method
    are significantly better than those with conventional teaching method based on
    medium KAM categories but are not significantly better than those with conventional
    teaching method based on high and low KAM categories. (5) There is any significant
    interaction effect students’ teaching method and KAM categories (high, medium, low)
    toward the improvement of students’ mathematical critical thinking ability (6) There
    is no significant interaction effect students’ teaching method and KAM categories
    (high, medium, low) toward the improvement of students’ mathematical visual
    thinking of representation ability.

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    Official URL: http://repository.upi.edu
    Item Type: Thesis (S2)
    Additional Information: No. Panggil: T MTK HIL p-2017; Pembimbing: I. Kusnadi ; NIM: 1303184
    Uncontrolled Keywords: pembelajaran Kolawole’s Problem Solving, kemampuan berpikir kritis matematis, kemampuan representasi visual thinking matematis.
    Subjects: L Education > L Education (General)
    Q Science > QA Mathematics
    Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-2
    Depositing User: Mrs. Santi Santika
    Date Deposited: 05 Mar 2019 06:40
    Last Modified: 08 May 2019 01:52
    URI: http://repository.upi.edu/id/eprint/34035

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