ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI GAYA BELAJAR DAN KEMANDIRIAN BELAJAR SISWA SMP

L.M Ikhlasul Amal Syati, - (2022) ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI GAYA BELAJAR DAN KEMANDIRIAN BELAJAR SISWA SMP. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematis ditinjau dari gaya belajar dan kemandirian belajar siswa SMP. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus yang subjek penelitian adalah siswa kelas IX di salah satu MTs Negeri di Buton yang melibatkan 24 siswa. Kriteria pemilihan subjek didasarkan pada tipe gaya belajar siswa (auditori, visual dan kinestetik) dan tingkat kemandirian belajar siswa (tinggi, sedang dan rendah) serta subjek yang komunikatif. Teknik pengumpulan data melalui pemberian tes kemampuan pemecahan masalah matematis dan wawancara yang kemudian dilakukan triangulasi untuk memeriksa keabsahan data. Data yang sudah terkumpul dianalisis dengan menggunakan konsep Miles dan Huberman, yakni tahap reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa; (1) Subjek yang memiliki kemandirian belajar yang tinggi cenderung mampu dalam mencapai 4 tahapan pemecahan masalah yakni memahami masalah, membuat rencana penyelesaian, melaksanakan rencana penyelesaian dan memeriksa kembali, baik itu kepada subjek yang bertipe gaya belajar auditori, visual maupun kinestetik. (2) Subjek yang memiliki kemandirian belajar yang sedang cenderung hanya mampu dalam 1 tahapan pemecahan masalah yakni tahap memahami masalah namun khususnya untuk subjek yang bertipe gaya belajar auditori selain mampu dalam tahap memahami masalah juga cenderung mampu dalam tahap membuat rencana penyelesaian. (3) Subjek yang memiliki kemandirian belajar yang rendah dan bertipe gaya belajar visual dan kinestetik cenderung hanya mampu dalam 1 tahapan pemecahan masalah yakni tahap memahami masalah namun khususnya pada subjek yang memiliki kemandirian belajar yang rendah dan bertipe gaya belajar auditori kurang mampu atau tidak mampu terhadap 4 tahapan pemecahan masalah. This study aims to describe mathematical problem solving abilities in terms of learning styles and self regulated learning of junior high school students. This research uses a qualitative method with a case study approach. The subjects of this research are 24 students of grade IX in one of the State Islamic Junior High School (Madrasah Tsanawiyah-MTs) in Buton, Southeast Sulawesi Province. The subject selection criteria were decided based on the type of student learning style (including auditory, visual, and kinesthetic) and the level of student self regulated learning (including high, medium, and low) as well as communicative subjects. The data were collected through instruments, including giving a mathematical problem solving ability test and interviewing the subjects as the triangulated to check the validity of the data. The data that has been collected was analyzed using the concept of Miles and Huberman, namely the stages of data reduction, data presentation, and drawing conclusions. The results showed that; (1) Subjects with high self regulated learning tend to be able to achieve all stages of problem solving, including understanding the problem, making a resolution plan, implementing a settlement plan, and re-examining both the subject with auditory, visual, and kinesthetic learning styles. (2) Subjects with moderate self regulated learning tend to master only one stage of problem solving, including the stage of understanding the problem. However, particularly for subjects with auditory learning styles, apart from being able to understand the problem, they also tend to be able to make a settlement plan. (3) Subjects with low self regulated learning and the type of visual and kinesthetic learning style tend to be only capable in 1 stage of problem solving, namely the stage of understanding the problem, but especially in subjects who have low self regulated learning and the type of auditory learning style is less able or unable to 4 stages of problem solving.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	Kemampuan Pemecahan Masalah Matematis, Gaya Belajar, Kemandirian Belajar Mathematical Problem Solving Ability, Learning Style, Self Regulated Learning
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Sekolah Pasca Sarjana > Pendidikan Matematika S-2
Depositing User:	L.M Ikhlasul Amal Syati
Date Deposited:	21 Feb 2022 04:33
Last Modified:	21 Feb 2022 04:33
URI:	http://repository.upi.edu/id/eprint/71192

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