PENINGKATAN KEMAMPUAN PENALARAN STATISTIS DAN SELF-EFFICACY SISWA MADRASAH ALIYAH MELALUI PEMBELAJARAN KONTEKSTUAL

Ulpah, Maria (2013) PENINGKATAN KEMAMPUAN PENALARAN STATISTIS DAN SELF-EFFICACY SISWA MADRASAH ALIYAH MELALUI PEMBELAJARAN KONTEKSTUAL. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.

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Abstract

Fokus penelitian ini adalah membandingkan peningkatan kemampuan penalaran statistis (KPS) dan self-efficacy (SE) siswa yang mendapat pembelajaran kontekstual dan pembelajaran konvensional. Populasinya adalah seluruh siswa Madrasah Aliyah di Kabupaten Banyumas yang berasal dari sekolah level sedang dan rendah. Dari setiap level sekolah diambil satu sekolah dan dari setiap sekolah yang terambil diambil satu kelas eksperimen yang mendapat pembelajaran kontekstual dan satu kelas kontrol yang mendapat pembelajaran konvensional. Seluruh siswa yang mengikuti penelitian dikategorikan dalam kelompok bawah, tengah, dan atas berdasarkan skor kemampuan awal statistis (KAS). Instrumen penelitian berupa satu set tes KAS, satu set tes KPS, dan satu set skala SE yang semuanya valid serta reliabel. Analisis data menggunakan uji-t untuk data normal, uji U Mann-Whitney untuk data tidak normal, dan Anava satu jalur dan Anava dua jalur. Hasil utama penelitian ini adalah: (1) peningkatan KPS siswa yang mendapat pembelajaran kontekstual lebih tinggi daripada peningkatan KPS siswa yang mendapat pembelajaran konvensional pada keseluruhan siswa, semua level sekolah, dan semua kelompok siswa; (2) peningkatan KPS siswa yang mendapat pembelajaran kontekstual tidak berbeda untuk kedua level sekolah (3) tidak ada interaksi antara pembelajaran dengan level sekolah terhadap peningkatan KPS, demikian juga tidak ada interaksi antara pembelajaran dengan kelompok siswa terhadap peningkatan kemampuan tersebut; (4) peningkatan SE siswa yang mendapat pembelajaran kontekstual lebih tinggi daripada peningkatan SE siswa yang mendapat pembelajaran konvensional pada keseluruhan siswa, kedua level sekolah, dan kelompok KAS tinggi dan sedang; (5) tidak terdapat perbedaan peningkatan SE pada siswa yang mendapat pembelajaran kontekstual pada kedua level sekolah, tetapi ada perbedaan peningkatan SE siswa yang mendapat pembelajaran kontekstual pada ketiga kelompok siswa; dan (6) tidak ada interaksi antara pembelajaran dengan level sekolah dan antara pembelajaran dengan kelompok KAS siswa dalam peningkatan SE. Kata Kunci: pembelajaran kontekstual, penalaran statistis, self-efficacy. ABSTRACT Maria Ulpah. (2013). The Enhancement of High School Students’ Statistical Reasoning Ability and Self-Efficacy through Contextual Teaching and Learning. This research focused on the enhancement of high school students’ statistical reasoning ability (SRA) and self-efficacy (SE) when conventional learning (CL) and Contextual Teaching and Learning (CTL) are used. The population is the entire senior high school students in Banyumas Regency that derived from middle and low-level schools. One school is selected from each school level. The students in experiment classes were taught under CTL whereas the students in control classes were taught under conventional learning. Based on their prior statistics knowledge (SPK), all students are classified into three groups: lower, middle, and upper. Research instruments are in the form of one set of SPK, one set of SRA test and one set of SE scale. All the three types of instruments are valid and reliable. Data analysis applies t-test, the Mann-Whitney U test, and ANOVA. The main results obtained are (1) N-gain of students’ SRA who were taught under CTL is higher than those who were taught under CL viewed from the whole students, all school levels, all student groups; (2) N-gain of students’ SRA who were taught under CTL for the two school levels are not significantly different. (3) there is no interaction between learning approach and school levels, as well as there is no interaction between learning approach and student groups in N-gain of SRA; (4) N-gain in SE of students who were taught under CTL is higher than those who were taught under CL viewed from the whole students, school level, middle and lower group; (5) N-gain students’ SE of whom were taught under CTL are not considerably different in any school level, but all groups of students and (6) there are no interactions between learning approach and school levels and between learning approach and student groups on N-gain of SE. Key Words: Contextual Teaching and Learning, Statistical Reasoning Ability, Self-Efficacy.

Item Type: Skripsi,Tesis,Disertasi (eprint_fieldopt_thesis_type_phd)
Subjects: Universitas Pendidikan Indonesia > Sekolah Pasca Sarjana > Pendidikan Matematika S-3
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-3
Depositing User: DAM STAF Editor
Date Deposited: 12 Dec 2013 01:52
Last Modified: 12 Dec 2013 01:52
URI: http://repository.upi.edu/id/eprint/4059

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