KEMAMPUAN PEMAHAMAN KONSEP, PENALARAN DAN PEMBUKTIAN MATEMATIS MAHASISWA PADA PERKULIAHAN GEOMETRI DASAR MENGGUNAKAN MODEL GUIDED DISCOVERY LEARNING DENGAN STRATEGI SELF EXPLANATION

SAMSUL MAARIF, - (2018) KEMAMPUAN PEMAHAMAN KONSEP, PENALARAN DAN PEMBUKTIAN MATEMATIS MAHASISWA PADA PERKULIAHAN GEOMETRI DASAR MENGGUNAKAN MODEL GUIDED DISCOVERY LEARNING DENGAN STRATEGI SELF EXPLANATION. S3 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Penelitian ini bertujuan untuk memperoleh gambaran tentang kemampuan pemahaman konsep, penalaran dan pembuktian matematis mahasiswa yang memperoleh pembelajaran menggunakan model Guided Discovery Learning dengan strategi Self-Explanation (GDL-SE) pada perkuliahan Geometri Dasar. Penelitian ini menggunakan metode kombinasi (mixed methods) tipe sequential jenis eksplanatori. Penelitian tahap pertama menggunakan factorial design 3×2 yang melibatkan dua kelas Geomeri Dasar dengan perlakuan pembelajaran yang berbeda yakni GDL-SE di kelas eksperimen dan model Direct Instruction (DI) di kelas kontrol. Penelitian tahap kedua menggunakan model grounded theory melalui tiga langkah yakni open coding, selective coding dan theoretical coding. Populasi pada dalam penelitian ini adalah seluruh mahasiswa yang mengikuti mata kuliah Geometri Dasar Program Studi Pendidikan Matematika. Sedangkan sampel penelitian sejumlah 70 dipilih dengan teknik Cluster Random Sampling untuk menentukan satu kelas ekperimen dan satu kelas control. Hasil penelitian menunjukkan bahwa: 1) pencapaian dan peningkatan kemampuan pemahaman konsep, penalaran dan pembuktian matematis mahasiswa yang memperoleh pembelajaran GDL-SE lebih baik dibandingkan dengan mahasiswa yang memperoleh pembelajaran DI, 2) terdapat perbedaan pencapaian dan peningkatan kemampuan pemahaman konsep, dan pembuktian matematis ditinjau dari level kemampuan awal matematis (KAM) mahasiswa, akan tetapi tidak terdapat perbedaan pencapaian dan peningkatan kemampuan penalaran matematis ditinjau dari level kemampuan awal matematis (KAM), 3) tidak terdapat efek interaksi faktor pembelajaran dan KAM terhadap pencapaian dan peningkatan kemampuan pemahaman konsep, penalaran dan pembuktian matematis, dan 4) kemampuan pembuktian matematis mahasiswa di kelas yang mendapatkan GDL-SE dapat diperingkat ke dalam tiga level kemampuan berdasarkan kualitas dari lima kategori yaitu penggunaan sketsa gambar dan simbol geometri, langkah awal, argumen, alur pembuktian, dan konsep relevan atau terkait. ;---This study aimed to obtain an overview about college students’ abilities of conceptual understanding, reasoning and mathematical proving verification whom obtained learning using Guided-Discovery-Learning model with Self-Explanation (GDL-SE) strategy in the basic geometry class. This study used mixed methods, explanatory type with sequential design. The first phase of study used a 3 × 2 factorial design which involved two Basic Geometry classes with different learning treatments namely GDL-SE in the experimental class and Direct Instruction (DI) models in the control class. The second phase of research used a grounded theory model through three steps, namely open coding, selective coding and theoretical coding. The population in this study were all students who participated in Basic Geometry course in Mathematics Education Study. Whereas 70 research samples were selected with Cluster Random Sampling technique to determine one experimental class and one control class. The results shows that: 1) the achievement and improvement of the college students’ abilities of mathematical understanding, reasoning and mathematical proof under GDL-SE learning are better than students under DI learning, 2) there are differences in achievement and improvement in the college students’ abilities of mathematical understanding, and mathematical proof is reviewed from the level of Mathematical Prior Knowledge (MPK) of students, but there is no difference in achievement and improvement in mathematical reasoning skills in terms of the Mathematical Prior Knowledge level (MPK), 3) there is no effect of interaction between learning factors and MPK on achievement and improvement in the ability to understand concepts, reasoning and mathematical verification, and 4) students’ mathematical evidentiary ability under GDL-SE learning can be ranked into three levels of ability based on the quality of five categories, namely the use of geometric drawings and symbols, initial steps, arguments, proof flow, and relevant concepts or related.

Item Type: Tugas Akhir,Skripsi,Tesis,Disertasi (S3)
Additional Information: No. Panggil : D MAT SAM k-2018; Pembimbing : I. Wahyudin, II. Jarnawi Afghani Dahlan; NIM : 1502214.
Uncontrolled Keywords: Pemahaman konsep, penalaran, pembuktian matematis, Guided Discovery Learning-Self Explanation. Conceptual understanding, reasoning, mathematical proof, Guided Discovery Learning-Self Explanation.
Subjects: Q Science > Q Science (General)
Q Science > QA Mathematics
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-3
Depositing User: YUSUP REZA ADITYA HARDIAN
Date Deposited: 13 Feb 2020 07:37
Last Modified: 13 Feb 2020 07:37
URI: http://repository.upi.edu/id/eprint/45623

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