Warsito, - (2019) PERANAN MATEMATISASI PROGRESIF PADA PENDIDIKAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS, ABSTRAKSI MATEMATIS, DAN KEMANDIRIAN BELAJAR MATEMATIKA SISWA SMP. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
ABSTRAK Warsito (2019). Peranan Matematisasi Progresif Pada Pendidikan Matematika Realistik Terhadap Kemampuan Representasi Matematis, Abstraksi Matematis, dan Kemandirian Belajar Matematika Siswa SMP. Tujuan penelitian ini adalah untuk mengetahui apakah matematisasi progresif pada pendidikan matematika realistik (PMR-MP) dapat meningkatkan kemampuan representasi matematis (KRM), abstraksi matematis (AbM), dan kemandirian belajar matematika (KBM) ditinjau dari: (1) pengetahuan awal matematis (PAM), (2) peringkat sekolah (PS), dan (3) keseluruhan siswa (KS). Disamping itu, tujuan penelitian ini adalah menyelidiki kemunculan karakteristik AbM siswa yang mendapatkan PMR-MP. Metode penelitian ini menggunakan mixed method dengan desain tipe sequential. Penelitian kuantitatif menggunakan metode kuasi eksperimen dengan desain Nonequivalent group pretes-postes desaign, sedangkan penelitian kualitatif menggunakan metode grounded theory. Populasi pada penelitian ini adalah seluruh siswa kelas VIII SMPN di Kota Tangerang dan sampel yang digunakan adalah SMPN 2 Kota Tangerang sebagai PS level sedang dan SMPN 16 Kota Tangerang sebagai PS level rendah yang masing-masing PS diambil dua kelas sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diberikan perlakuan dengan PMR-MP dan kelas kontrol dengan pembelajaran biasa (PB). Instrumen yang digunakan meliputi tes KRM, tes AbM, angket KBM, pedoman observasi dan wawancara. Hasil penelitian menunjukkan bahwa: (1) pencapaian dan peningkatan KRM, dan KBM yang memperoleh PMR-MP lebih baik daripada yang memperoleh PB ditinjau dari kategori PAM, PS, dan KS; (2) pencapaian dan peningkatan KAbM yang memperoleh PMR-MP lebih baik daripada yang mendapatkan PB ditinjau dari kategori PAM, dan PS; (3) pada PAM (tinggi dan sedang) dan PS level sedang, pencapaian dan peningkatan KRM siswa yang mendapat PMR-MP lebih baik secara signifikan daripada yang mendapatkan PB; (4) pada PAM level tinggi, pencapaian dan peningkatan KAbM siswa yang mendapatkan PMR-MP lebih baik secara signifikan daripada yang mendapatkan PB; (5) pada PS level sedang, pencapaian KAbM siswa yang mendapatkan PMR-MP lebih baik daripada siswa yang mendapatkan PB; (6) pada PAM level sedang dan PS sedang, pencapaian dan peningkatan KBM siswa yang mendapatkan PMR-MP secara signifikan lebih baik daripada yang mendapatkan PB ; (7) pencapaian KBM siswa yang mendapatkan PMR-MP secara signifikan lebih baik daripada siswa yang mendapatkan PB ditinjau dari kategori PS; (8) tidak ada interaksi antara pembelajaran dan PAM terhadap pencapaian dan peningkatan KRM, AbM, dan KBM; (9) ada interaksi antara pembelajaran dan PS terhadap pencapaian dan peningkatan KRM, AbM; (10) tidak ada interaksi antara pembelajaran dan PS terhadap pencapaian dan peningkatan KBM; (11) pada kajian grounded theory bahwa analisis selected coding dari 7 aspek abstaksi di kategorisasikan menjadi 5 kategori yaitu: (K1) mengidentifikasi karakteristik objek secara langsung atau imajinasi, (K2) generalisasi, (K3) merepresentasi gagasan matematika dalam bentuk simbol, grafik, gambar; (K4) membuat koneksi antar konsep matematika untuk membentuk pengertian baru, dan (K5) mengaplikasikan konsep matematika pada konteks yang sesuai. Pada PAM tinggi, peran MP terhadap kemunculan karakteristik AbM adalah siswa dapat menunjukan semua karakteristik AbM dengan rata-rata kemunculan sebesar 45,791. Pada PAM sedang, kemunculan AbM sebanyak enam jenis karakteristik AbM dengan rata-rata kemunculan sebesar 25,426. Sedangkan pada PAM rendah, kemunculan abstraksi sebanyak 5 jenis karakterisktik abstraksi dengan rata-rata kemunculan sebesar 17,474. Peran PMR-MP terhadap kemunculan AbM pada PAM tinggi yang lebih besar dan bervariasi dibandingkan dengan PAM sedang dan PAM rendah. Kata Kunci: matematisasi progresif, pendidikan matematika realistik, representasi matematis, abstraksi matematis, kemandirian belajar matematika Warsito (2019). The Role of Progressive Mathematition in Educaions Realistic Mathematics on the Ability of Mathematical Representation, Mathematical Abstraction, and Self-Regulated Learning Mathematics of Middle School Students. The purpose of this study was to determine whether progressive mathematition in realistic mathematics education (PMR-MP) can improve mathematical representation ability (KRM), mathematical abstraction (AbM), and self regulated learning mathematics (KBM) in terms of: (1) Mathematical prior of Knowledge (PAM), (2) School’s Ranks (PS), and (3) Total Students (KS). Besides that, the purpose of this study was to investigate the emergence of the characteristics of Mathematical Abstraction (AbM) for students who received PMR-MP. This resaerch method used mixed method with sequential type of design while quantitative research used the quasi-experimental method with the design of Non-equivalent group pretest-postest design, while qualitative research used grounded theory. The population in this research were all students of grade VIII SMPN in Tangerang City. The sample used was SMPN 2 Tangerang City as a medium school’s ranks (PS) and SMPN 16 Tangerang City as a low level school’s ranks which each School’s Ranks (PS) took two classes as the experimental class and the controlling class. The experimental class was given treatment with PMR-MP and controlling class with ordinary learning process (PB). The instruments used included KRM test, AbM test, KBM questioner, the observation and interview guidelines. The results showed that: (1) the achievement and improvement of KRM, and KBM that obtained PMR-MP were better than those who obtained PB in terms of the PAM, PS, and KS categories; (2) the achievement and improvement of KAbM that obtained PMR-MP was better than those who received PB in terms of the PAM, and PS categories; (3) in PAM (high and moderate) and moderate level of PS, achievement and improvement in KRM of students who received PMR-MP was significantly better than those who received PB; (4) high level PAM, achievement and improvement of KAbM students who get PMR-MP are significantly better than those who get PB; (5) in the moderate level PS, the achievement of KAbM students who get PMR-MP is better than students who get PB; (6) in the moderate level of PAM and moderate PS, achievement and improvement in KBM students who received PMR-MP were significantly better than those who received PB; (7) the achievement in KBM students who get PMR-MP is significantly better than students who get PB in terms of the PS category; (8) there is no interaction between learning and PAM towards the achievement and improvement of KRM, AbM, and KBM; (9) there is an interaction between learning and PS on achievement and improvement of KRM, AbM; (10) there is no interaction between learning and PS on achievement and improvement in KBM; (11) in a grounded theory study that analysis of selected coding from 7 abstaction aspects is categorized into 5 categories, namely: (K1) identifying the characteristics of the object directly or imagination, (K2) generalization, (K3) representing mathematical ideas in the form of symbols, graphics, images; (K4) make connections between mathematical concepts to form new meanings, and (K5) apply mathematical concepts to the appropriate context. In high PAM level, the role of Progressive Mathematics in the emergence of AbM characteristics is that students can show all AbM characteristics with an average occurrence of 45,791. In moderate PAM, the appearance of AbM is six types of AbM characteristics with an average occurrence of 25,426. While at low PAM level, the appearance of abstraction is 5 types of abstraction characteristics with an average occurrence of 17,474. The role of PMR-MP on the appearance of AbM in high PAM is greater and varied compared to moderate PAM and low PAM. Keywords: progressive mathematition, realistic mathematical education, mathematical representation, mathematical abstraction,self-regulated learning mathematics
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | No. Panggil : D MTK WAR p-2019 ; Pembimbing : I. Darhim, II. Tatang Herman ; NIM : 1302888 |
| Uncontrolled Keywords: | matematisasi progresif, pendidikan matematika realistik, representasi matematis, abstraksi matematis, kemandirian belajar matematika. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Warsito |
| Date Deposited: | 15 May 2019 04:12 |
| Last Modified: | 15 May 2019 04:12 |
| URI: | http://repository.upi.edu/id/eprint/35036 |
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