Nindiasari, Hepsi (2013) MENINGKATKAN KEMAMPUAN DAN DISPOSISI BERPIKIR REFLEKTIF MATEMATIS SERTA KEMANDIRIAN BELAJAR SISWA SMA MELALUI PEMBELAJARAN DENGAN PENDEKATAN METAKOGNITIF. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi oleh masih rendahnya Kemampuan Berpikir Reflektif Matematis (KBRM) siswa yang berdampak kepada disposisi serta kemandirian belajarnya. Berdasarkan studi pendahuluan diketahui bahwa hampir lebih dari 60% siswa belum mampu mencapai beberapa indikator pencapaian KBRM. Salah satu upaya yang dapat diberikan adalah dengan pembelajaran pendekatan metakognitif. Penelitian ini adalah penelitian kuasi-eksperimen dengan desain kelompok kontrol pretes-postes. Subjek populasi penelitian ini adalah siswa SMA yang terdapat di kabupaten Tangerang Provinsi Banten, sedangkan subjek sampelnya adalah siswa SMA kelas XI sebanyak 201 siswa. Subjek penelitian ini dibagi ke dalam kategori level sekolah tinggi, sedang, dan rendah serta kedalam Kemampuan Awal Matematis (KAM) tinggi, sedang, dan rendah. Instrumen yang diberikan meliputi tes KAM, Tes Kemampuan Berpikir Reflektif Matematis (KBRM), skala DBRM, serta skala kemandirian belajar Matematika (KBM) . Data dianalisis dengan ANAVA dua jalur, ANAVA satu jalur, Uji Kruskall Wallis, uji-t, uji Mann –Whitney dan uji Chi-kuadra . Hasil penelitian ini menunjukkan bahwa peningkatan KBRM, DBRM dan KBM siswa dengan pendekatan metakognitif lebih baik daripada peningkatan KBRM, DBRM dan KBM siswa dengan pendekatan biasa. Peningkatan KBRM dan DBRM siswa berdasarkan level sekolah dengan pendekatan metakognitif lebih baik daripada siswa dengan pendekatan biasa. Peningkatan KBM siswa dengan pendekatan metakognitif pada level sekolah tinggi dan level sekolah rendah tidak berbeda dengan pembelajaran biasa, tetapi lebih baik di level sekolah sedang. Peningkatan KBRM siswa dengan pendekatan metakognitif di setiap KAM lebih baik daripada siswa dengan pendekatan biasa. Peningkatan DBRM pada KAM tinggi dan rendah dengan pendekatan metakognitif lebih baik daripada pendekatan biasa. Peningkatan KBM siswa pada KAM tinggi dengan pendekatan metakognitif lebih baik daripada siswa pada pendekatan biasa. Tidak terdapat interaksi antara pendekatan pembelajaran dan level sekolah maupun pendekatan pembelajaran dan KAM terhadap peningkatan KBRM, DBRM, dan KBM. Terdapat asosiasi antara KBRM dan DBRM, dan KBM. Kata Kunci: Pendekatan metakognitif, Berpikir reflektif matematis, Disposisi berpikir reflektif matematis, Kemandirian belajar matematika. This study is based on the low level of student’s Mathematical Reflection Thinking Ability (MRTA) which is impacted on disposition and his/her self-regulation learning. Based on primary research which conclude that over 60% students have not been able to achieve some indicators of MRTA achievement. To overcome these problems metacognitive approach learning could be implemanted. This study is quasi experiment research with pre test-post test control group design. Population subject of this study is Senior High School students in Tangerang Regency, Banten Province, whereas its sample subject are students grade seven of Senior High School as many as 201 students. The subject of the research is divided into high, medium, and low Mathematical Prior Knowledge (MPK). Instruments that are used consist of MPK test, Mathematical Reflective Thinking Ability (MRTA) Test, Mathematical Reflective Thinking Disposition (MRTD) Scale, and also Mathematical Self-Regulation Learning (MSR) Scale. The data is analysed by two-way ANOVA, one-way ANOVA, Kruskall-Wallis test, Mann-Whitney test, and Chi-Square test. This result of study shows that the enhancement of student’s MRTA, MRTD, and MSR by metacognitive approach is better compared to the enhancement of students MRTA, MRTD, and MSR who treated by conventional approach. The enhancement of students MRTA and MRTD based on school level by metacognitive approach is better compared to the enhancement of students MRTA and MRTD who get conventional approach. The enhancement of students MSR in high and low school level by metacognitive approach not different compared to who get conventional approach, but is better compared to in medium level school. The enhancement of students MRTA based on MPK is better compared to who get by conventional approach. The enhancement of student MRTD in high dan low MPK by metacognitive approach is better than student in conventional approach. The enhancement of student MSR in high MPK by metacognitive approach is better than student in coventional approach. There is no interaction between learning approach and level of school as well as learning approach and MPK toward students MRTA, MRTD, and MSR enhancement. Keywords: Metacognitive approach, Mathematical reflective thinking, Mathematical reflective thinking disposition, Mathematical self-regulation learning
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
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| Subjects: | Universitas Pendidikan Indonesia > Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Riki N Library ICT |
| Date Deposited: | 02 Dec 2013 08:16 |
| Last Modified: | 02 Dec 2013 08:16 |
| URI: | http://repository.upi.edu/id/eprint/3659 |
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