Winda Ayuningtyas, - (2018) KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN KEMANDIRIAN BELAJAR SERTA KECEMASAN MATEMATIKA SISWA DENGAN PEMBELAJARAN MODEL ELICITING ACTIVITIES (MEAs). S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Kemampuan Berpikir Kreatif, Kemandirian Belajar, dan Kecemasan Matematika dalam pembelajaran matematika belum dikembangkan secara maksimal sehingga perlu dilakukan penelitian. Penelitian ini merupakan studi kuasi eksperimen dengan desain The Pretest-Post-Test Non-Equivalent Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII salah satu SMP di Jakarta Timur. Pada kelas eksperimen siswa belajar dengan model pembelajaran Model Eliciting Activities (MEAs) dan kelas kontrol belajar dengan pembelajaran model konvensional. Instrumen yang digunakan pada penelitian ini adalah tes kemampuan berpikir kreatif matematis, skala kemandirian belajar, dan skala kecemasan matematika. Data dianalisis dengan uji-t, dan korelasi berganda. Penelitian ini bertujuan untuk mengkaji: Perbandingan kemampuan berpikir kreatif matematis menggunakan Model Eliciting Activities (MEAs) dan Model Konvensional; Peningkatan kemampuan berpikir kreatif matematis siswa; Kemandirian belajar siswa; Kecemasan matematika siswa; Hubungan diantara kemandirian belajar, kecemasan matematika, dan kemampuan berpikir kreatif matematis dengan Model Eliciting Activities (MEAs). Dari hasil analisis data, diperoleh temuan bahwa: Kemampuan berpikir kreatif matematis siswa yang memperoleh pembelajaran Model Eliciting Activities (MEAs) lebih baik dibandingkan dengan siswa yang memperoleh pembelajaran model konvensional; Peningkatan kemampuan berpikir kreatif matematis siswa yang memperoleh pembelajaran Model Eliciting Activities (MEAs) lebih tinggi secara signifikan dibandingkan dengan siswa yang memperoleh pembelajaran model konvensional; Kemandirian belajar siswa yang memperoleh pembelajaran Model Eliciting Activities (MEAs) lebih baik dibandingkan dengan siswa yang memperoleh pembelajaran konvensional; Kecemasan matematika siswa yang memperoleh pembelajaran Model Eliciting Activities (MEAs) lebih rendah dibandingkan dengan siswa yang memperoleh pembelajaran konvensional; Tidak Terdapat hubungan yang simultan dan signifikan antara kemandirian belajar dan kecemasan matematika (secara simultan) terhadap kemampuan berpikir kreatif matematis. Oleh karena itu, pembelajaran Model Eliciting Activities (MEAs) dapat menjadi alternatif model pembelajaran untuk meningkatkan kemampuan berpikir kreatif matematis dan kemandirian belajar serta mampu menurunkan kecemasan matematika. ..... Creative mathematical thingking ability, self-regulated learning, and mathematics anxiety in mathematics learning is not yet developed to the maximum so that the research needs to be done This study is a quasi-experimental study with the design of The Pretest-Post-Test Non-Equivalent Group Design. The population in this study is all students of class VII one high school in East Jakarta. In the experimental class students learn with a Model Eliciting Activities (MEAs) Learning and control class learning with conventional model learning. Instrument used in this research is creative mathematical thinking ability test, self-regulated learning scale and mathematical anxiety scale. Data were analyzed by t-test and multiple correlation. This study aims to examine: Comparison of creative mathematical thinking ability using Model Eliciting Activities (MEAs) learning and Conventional learning; Enhancement creative mathematical thinking ability; Student’s sefl-regulated learning; Mathematics Anxiety; Relationship between self-regulated learning, mathematics anxiety, and creative mathematical thinking ability using Model Eliciting Activities (MEAs) learning. Based on result of data analysis that finding are: Creative mathematical thinking abilitity of student who obtain a Model Eliciting Activities (MEAs) is better than student who obtain conventional learning; The Enhancement of student’s creative mathematical thinking ability who obtain a Model Eliciting Activities (MEAs) is significantly higher than students who obtain conventional learning; Self-regulated learning student who obtain Model Eliciting Activities (MEAs) is better than student who obtain conventional learning; Mathematics anxiety student who obtain Model Eliciting Activities (MEAs) is low compared with student who obtain conventional learning; There are not simultaneous relationship and significant between self-regulated learning and mathematics anxiety on the creative mathematical thinking ability.Therefore, Model Eliciting Activities (MEAs) learning can be an alternative model of learning to improve students' creative mathematical thinking ability, and student self-regulated learning, and able to reduce mathematical anxiety.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil : T MTK WIN k-2018 ; Pembimbing I. Sufyani Prabawanto, II. Elah Nurlaelah ; NIM: 1602936 |
| Uncontrolled Keywords: | Kemampuan Berpikir Kreatif Matematis, Kemandirian Belajar, Kecemasan Matematika Siswa, Pembelajaran Model Eliciting Activities (MEAs), Creative Mathematical Thinking Abilities, Self-Regulated Learning, and Mathematics Anxiety of Students Using Model Eliciting Activities (MEAs) Learning |
| 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-2 |
| Depositing User: | Mr Tatang Saja |
| Date Deposited: | 13 Aug 2019 07:01 |
| Last Modified: | 13 Aug 2019 07:01 |
| URI: | http://repository.upi.edu/id/eprint/37688 |
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