Dedek Kustiawati, - (2020) PENINGKATAN KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA SMA PADA PEMBELAJARAN GEOMETRI DENGAN METODE PROBLEM SOLVING BERBANTUAN GEOGEBRA. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini secara umum bertujuan untuk mengkaji perbedaan pencapaian dan peningkatan kemampuan penalaran matematis (PM) dan komunikasi matematis (KM), serta sikap siswa, antara siswa yang memperoleh Pembelajaran Geometri Metode Problem Solving berbantuan GeoGebra (PGPSG) dan pembelajaran langsung (PL). Berdasarkan keseluruhan, kategori kemampuan awal matematis (KAM). Metode penelitian ini adalah eksperimen semu dengan menggunakan nonequivalent control-group design. Populasi dalam penelitian ini adalah siswa kelas XII SMAN di Kota Jakarta Pusat yang menerapkan Kurikulum 2013 pada Tahun Ajaran 2016/2017. Sampel dalam penelitian ini adalah siswa pada dua kelas keseluruhannya berjumlah 82 orang siswa. Instrumen yang digunakan terdiri dari soal tes KPM dan KKM, serta skala sikap siswa. Pengolahan data menggunakan uji t, mann whitney, uji korelasi spearman. Hasil penelitian ini menunjukkan bahwa (1) Secara keseluruhan, tidak terdapat perbedaan pencapaian kemampuan penalaran matematis (PM) dan terdapat perbedaan peningkatan kemampuan penalaran matematis (PM) antara siswa yang memperoleh pembelajaran PGPSG dengan pembelajaran langsung (PL). (2) Terdapat perbedaan Pencapaian dan peningkatan kemampuan komunikasi matematis (KM) antara siswa yang memperoleh pembelajaran PGPSG dengan siswa yang mengikuti pembelajaran langsung (PL); (3) Berdasarkan kategori KAM, pada KAM tinggi dan rendah, tidak terdapat perbedaan pencapaian dan peningkatan kemampuan penalaran matematis siswa yang mendapat pembelajaran PGPSG dengan siswa yang mendapatkan pembelajaran (PL), sedangkan pada KAM sedang, pada pencapaian tidak terdapat perbedaan kemampuan p mateamatis (PM) antara siswa mendapatkan pembelajaran PGPSG dengan pembelajaran (PL), tetapi justru sebaliknya pada kemampuan peningkatan penalaran matematis pada KAM sedang terdapat perbedaan antara kedua kelompok pembelajaran PGPSG dengan pembelajaran langsung; (3) Dilihat dari kategori KAM tinggi dan KAM rendah, tidak terdapat perbedaan pencapaian dan peningkatan kemampuan komunikasi matematis siswa yang mendapat pembelajaran PGPSG dengan siswa yang mendapatkan pembelajaran langsung, pada KAM sedang terdapat perbedaan pencapaian dan peningkatan kemampuan komunikasi matematis siswa yang mendapat pembelajaran PGPSG dengan siswa yang mendapatkan pembelajaran langsung; (4) Tidak terdapat pengaruh interaksi antara faktor pembelajaran (PGPSG dan PL) dan Kategori KAM (tinggi, sedang, rendah) terhadap pencapaian dan peningkatan kemampuan (PM) dan (KM); (5) Terdapat hubungan yang signifikan antara kemampuan PM dan KM pada pembelajaran PGPSG; (6) Sikap positif siswa dalam pembelajaran geometri berbantuan GeoGebra. Kata Kunci: Penalaran Matematis, Komunikasi Matematis, Metode Problem solving, GeoGebra. This study generally aims to examine the differences in achievement and enhancement of mathematical reasoning abilities (MRA), mathematical communication abilities (MCA), and student attitudes, between students who obtained GeoGebra-assisted Problem Solving Learning (GAPSL) and direct learning (DL) methods. Based on the whole class and the prior mathematical ability category (PMA). The method of this research is a quasi-experimental using nonequivalent control-group design. The population in this study were grade XII students of public senior high school in Central Jakarta who obtained the 2013 Curriculum in the 2016/2017 Academic Year. The sample in this study were students in two grade totaling 82 students. The instruments consisted of MRA test, MCA test, and student attitudes scale. Processing data using the t-test, Mann-Whitney, Spearman correlation test. The results of this study indicate that (1) Based on the whole grade, there is no difference in the achievement and enhancement of mathematical reasoning ability (MRA) and there are differences in the improvement of mathematical reasoning abilities (MRA) between students who obtained GAPS learning with students who follow direct learning (DL); (2) Based on the PMA category, at high and low PMA, there are no differences in achievement and enhancement of there are students mathematical reasoning abilities who received GAPS learning compared to students who received direct learning (DL), while in moderate PMA, mathematical reasoning ability (MRA) was different. The students who get GAPS learning better than students who obtain direct learning (DL), but on the contrary at the moderate PMA, there is no difference in the enhancement of mathematical reasoning ability (MRA) and mathematical communication ability (MCA) between students who obtain GAPS learning with students who follow direct learning (DL); (3) Based on the PMA category, at high and low PMA, there were no differences in achievement and enhancement of the students' mathematical communication ability (MCA) who received GAPS learning compared to students who received direct learning (DL), while in moderate PMA, mathematical communication ability (MCA) was different. Students who obtained GAPS learning better than students who obtained direct learning (DL); (4) There is an effect of cannot interaction between learning factors (GAPSL and DL) and PMA Categories (high, moderate, low) on achievement and enhancement of mathematical reasoning ability (MRA); while there is no interaction between learning factors (GAPSL and DL) and PMA Categories (high, moderate, low) on achievement and enhancement of mathematical communication ability (MCA); (5) There is a significant relationship between mathematical reasoning ability (MRA) and mathematical communication ability (MCA) in GAPS learning; (6) Positive attitudes of students in Geometry learning by Through GeoGebra. Keywords: Mathematical Reasoning, Mathematical Communication, Problem Solving Methods, GeoGebra.
| Item Type: | Thesis (S3) |
|---|---|
| Uncontrolled Keywords: | Penalaran Matematis, Komunikasi Matematis, Metode Problem solving, GeoGebra. |
| 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-3 |
| Depositing User: | Dedek Kustiawati |
| Date Deposited: | 21 Feb 2020 03:45 |
| Last Modified: | 21 Feb 2020 03:45 |
| URI: | http://repository.upi.edu/id/eprint/45925 |
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