MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN BERPIKIR KRITIS SISWA DENGAN PENERAPAN PENDEKATAN LEARNER AUTONOMY

Tohir, Muhammad (2016) MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN BERPIKIR KRITIS SISWA DENGAN PENERAPAN PENDEKATAN LEARNER AUTONOMY. S2 thesis, Universitas Pedidikan Indonesia.

Abstract

Penelitian dilakukan karena masih masih rendahnya kemampuan komunikasi
matematis dan berpikir kritis siswa yang disebabkan oleh pelaksanaan pembelajaran
secara konvensional. Tujuan penelitian in adalah untuk menelaah peningkatan
kemampuan komunikasi matematis dan berpikir kritis siswa kelas yang memperoleh
pembelajaran dengan pendekatan learner autonomy dan siswa yang memperoleh
pembelajaran konvensional dengan pokok bahasan segitiga. Jenis penelitian ini
merupakan kuasi eksperimen dengan sampel dua kelas dari seluruh siswa kelas VII di
salah satu Sekolah Menengah Pertama (SMP) Negeri Bandung. Kelas eksperimen
memperoleh pembelajaran dengan pendekatan learner autonomy dan kelas kontrol
memperoleh pembelajaran konvensional. Instrumen penelitian meliputi tes
kemampuan komunikasi matematis dan berpikir kritis, angket respon, dan lembar
observasi. Pengolahan data menggunakan Independent Sample t-Test, Mann-Whitney
U, dan Krusskall Wallis. Dari hasil penelitian disimpulkan: 1) Tidak terdapat perbedaa
peningkatan kemampuan komunikasi matematis di kedua kelas, 2) Tidak terdapat
perbedaan peningkatan kemampuan komunikasi matematis di kelas eksperimen
ditinjau berdasarkan Kemampuan Awal Matematika (KAM), sedangkan di kelas
kontrol terdapat perbedaan peningkatan kemampuan komunikasi pada KAM tinggi dan
rendah, 3) Peningkatan kemampuan berpikir kritis siswa kelas kontrol lebih baik
dibandingkan dengan siswa kelas eksperimen, 4) Tidak terdapat perbedaan
peningkatan kemampuan berpikir kritis di kedua kelas ditinjau dari KAM, dan 5) Siswa
memiliki sikap positif terhadap pendekatan learner autonomy. ----------The study was conducted because there is lack of mathematical communication skills
and critical thinking of students caused by the implementation of conventional
learning. This research aims to examine the improvement in mathematical
communication ability and critical thinking of students who received learning with
learner autonomy approach and students who received conventional teaching on topic
of the triangle. This research used quasi experimental with samples are two classes of
all grade VII in one of the Junior High School (SMP) in Bandung. Experimental class
received learning with learner autonomy approach and control class received
conventional learning. The research instruments include tests of mathematical
communication skills and critical thinking, questionnaire responses and observation
sheet. The data analized by using independent sample t-test, Mann-Whitney U, and
Krusskall Wallis. The results showed: 1) There is no difference in improvement of
mathematical communication ability in both of classes, 2) There is no difference in
improvement of mathematical communication ability in the experimental class if
reviewed by Prior Mathematics Ability (KAM), whereas in the control class there is
different in improvement of mathematical communication at high and low KAM, 3)
Improvement of critical thinking skills in the control class better than the experimental
class, 4) There is no different in improvement of critical thinking skills in both of
classes if reviewed by KAM, and 5) students have a positive response to the learner
autonomy approach.

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Item Type:	Thesis (S2)
Additional Information:	No. Panggil: T MTK MUH m-2017; Pembimbing: I. Tatang Herman, II. Sufyani Prabawanto; NIM: 1402614
Uncontrolled Keywords:	Pendekatan Learner Autonomy, komunikasi matematis, berpikir kritis.
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 06:38
Last Modified:	05 Mar 2019 06:38
URI:	http://repository.upi.edu/id/eprint/34036

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