Muhammad Win Afgani, - (2018) PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS DAN KONSEP DIRI MAHASISWA CALON GURU MATEMATIKA MELALUI PENERAPAN SIKLUS PEMBELAJARAN AKTIVITAS-DISKUSI-LATIHAN BERDASARKAN TEORI APOS. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Kemampuan pemahaman matematis perlu dikembangkan pada siswa, tetapi memahami matematika tidaklah mudah. Disamping itu, kemampuan pemahaman matematis seorang individu berhubungan dengan konsep dirinya secara akademik di bidang matematika. Pendekatan yang dibutuhkan sebagai solusi mengenai hal tersebut adalah menerapkan Siklus Pembelajaran Aktivitas-Diskusi-Latihan (ADL) berdasarkan Teori APOS. Oleh karena itu, tujuan penelitian ini adalah untuk mengkaji pencapaian dan peningkatan kemampuan pemahaman matematis (KPM) dan konsep diri (KD) mahasiswa calon guru matematika melalui penerapan Siklus Pembelajaran ADL berdasarkan Teori APOS. Penelitian ini menggunakan metode quasi-experiment dengan desain kelompok kontrol pretes dan postes non-ekuivalen. Subjek pada penelitian ini adalah mahasiswa program studi pendidikan matematika pada dua universitas di Palembang sebanyak 120 orang. Subjek penelitian terbagi dalam kelas eksperimen dan kelas kontrol. Kelas eksperimen adalah kelas yang mendapatkan Siklus Pembelajaran ADL berdasarkan Teori APOS, sedangkan kelas kontrol adalah kelas yang mendapatkan pembelajaran Langsung. Subjek penelitian juga dibagi menjadi tiga kelompok kemampuan yaitu tinggi, sedang, dan rendah. Penelitian ini dilaksanakan pada semester ganjil tahun akademik 2017/2018. Instrumen yang digunakan dalam penelitian ini adalah tes KAM, tes KPM, skala KDM, lembar observasi, pedoman wawancara dan dokumen terkait dengan proses pembelajaran. Analisis data yang digunakan adalah Uji Statistika Parametrik dan Non-Parametrik. Hasil analisis data dalam penelitian ini menunjukkan bahwa 1) Ada peningkatan KPM dan KD mahasiswa calon guru matematika setelah diterapkan Siklus Pembelajaran ADL berdasarkan Teori APOS ditinjau secara keseluruhan, kelompok KAM tinggi, dan sedang, 2) Tidak ada perbedaan pencapaian dan peningkatan KPM yang signifikan antara mahasiswa calon guru matematika yang mendapatkan Siklus Pembelajaran ADL berdasarkan Teori APOS dan pembelajaran Langsung ditinjau dari keseluruhan dan kelompok KAM, 3) Tidak ada perbedaan pencapaian dan peningkatan KD yang signifikan antara mahasiswa calon guru matematika yang mendapatkan Siklus Pembelajaran ADL berdasarkan Teori APOS dan pembelajaran Langsung ditinjau dari keseluruhan dan kelompok KAM, 4) tidak terdapat pengaruh interaksi antara faktor pembelajaran (Siklus Pembelajaran ADL berdasarkan Teori APOS dan Pembelajaran Langsung) dan kelompok KAM (tinggi, sedang, rendah) terhadap pencapaian dan peningkatan KPM dan KDM.-- Mathematical understanding ability needs to be developed to students, but to understand mathematics is uneasy matter. Besides that, individual mathematical understanding ability relates to his/her self-concept academically in mathematics. The approach needed as a solution to the problems is applying Activity-Discussion -Exercise (ADE) teaching cyclic based on APOS theory. Therefore, the aim of this study was to investigate the achievement and improvement of mathematical understanding ability and self-concept of pre-service mathematics teachers through the application of ADE teaching cyclic based on APOS theory. This study used a quasi-experiment method with non-equivalent pre-posttest control group design. The subjects of this study were 120 undergraduate students majoring in mathematics education at two universities in Palembang. The subjects are divided into two class, that is, experiment and control class. Experiment class is a class that is applied ADE teaching cyclic based on APOS theory, whereas control class is a class that is applied direct learning. The subjects are also divided into three groups of mathematical ability, that is, high, average, and low. This study was held on the odd semester in 2017/2018 academic year. The Instruments used in this study were mathematical prior knowledge test, mathematical understanding ability test, self-concept questionnaire, observation, interview, and relevant documents. Data analysis tests used in this study were a statistics test of parametric and non-parametric. The results of data analysis showed that 1) there is a significant improvement to mathematical understanding ability and self-concept of pre-service mathematics teachers after applied ADE teaching cyclic based on APOS theory in terms of overall, group of high and average mathematical initial ability, 2) there is no significant difference between the achievement and improvement of mathematical understanding ability of pre-service mathematics teachers who applied ADE teaching cyclic based on APOS theory and direct learning in terms of overall and group of mathematical initial ability, 3) there is no significant difference between the achievement and improvement of pre-service mathematics teachers self-concept who applied ADE teaching cyclic based on APOS theory and direct learning in terms of overall and group of mathematical initial ability, and 4) there is no interaction effect between learning factors (ADE-APOS and direct learning) and group of mathematical initial ability (high, average, and low) to the achievement and improvement of mathematical understanding ability and self-concept of pre-service mathematics teacher.
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | No. Panggil : D MAT MUH p-2018; Promotor: I. DIdi Suryadi; Co Promotor : I. Jarnawi Afgani; NIM : 1502347 |
| Uncontrolled Keywords: | Siklus Pembelajaran ADL, Teori APOS, Kemampuan Pemahaman Matematis, Konsep Diri.-- ADE Teaching Cyclic, APOS Theory, Mathematical Understanding Ability, Self-Concept |
| Subjects: | L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Rika Maysani |
| Date Deposited: | 13 Aug 2019 04:56 |
| Last Modified: | 13 Aug 2019 04:56 |
| URI: | http://repository.upi.edu/id/eprint/37608 |
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