Eva Veronica, - (2018) PENINGKATAN KETERAMPILAN MATHEMATICAL PROBLEM SOLVING MELALUI PENERAPAN STRATEGI DIFFERENTIATED INSTRUCTION: Penelitian Tindakan Kelas terhadap siswa kelas III Sekolah Dasar PENABUR Banda Kota Bandung. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini didasarkan kepada permasalahan tingginya kesenjangan kemampuan matematis siswa. Hal ini dikarenakan rendahnya keterampilan problem solving siswa. Untuk mengatasi masalah tersebut maka dilakukan penelitian mengenai penerapan pembelajaran dengan strategi differentiated instruction di bidang studi matematika untuk meningkatkan keterampilan problem solving siswa. Tujuan penelitian ini adalah untuk mengkaji aktivitas belajar siswa dan peningkatan keterampilan problem solving dalam pembelajaran matematika dengan penerapan strategi differentiated instruction dengan materi mengenai operasi hitung campur. Penelitian dilakukan dengan metode PTK di SD BPK PENABUR Banda. Populasi dalam penelitian ini adalah siswa kelas III SD di tahun ajaran 2017-2018. Siswa dibagi menjadi tiga kelompok berdasarkan kemampuannya (rendah, medium, tinggi). Instrumen penelitian yang digunakan adalah soal uraian dengan jenis soal tertutup dan terbuka yang berbeda antara ketiga kelompok. Karena alat ukur yang digunakan berbeda maka hasil penelitian ini mencari skor baku (skor Z) kemudian diperhitungkan skor standarnya (skor T). Berdasarkan hasil penelitian yang didapat, maka dapat dikatakan pembelajaran dengan strategi differentiated instruction telah membantu meningkatkan keterampilan problem solving siswa. ----- This research is based on the high differentiation rate of students’ mathematical abilities. It is because of the low rate of students’ problem solving skills. As a response, research about the application of differentiated instruction in mathematics lesson to enhance students’ problem solving skills is done. The purpose of this research is to analyze students’ learning process and enhance mathematical problem solving skills using differentiated instruction strategy in learning activities. Topics about numbers and data handling is use in this research. This research is done with the method of Classroom Action Research at SD BPK PENABUR Banda. The population of the research are primary 3 students in the academic year 2017 – 2018. Students are divided into three groups based on their mathematical abilities (low, medium, and high). Closed and open ended essay questions are use as assessment tools. Each group receive different questions in according to their abilities. Because of the different assessment tools, researcher finds the default score (Score Z) and the standard score (Score T) to analyze the research results and compare each result achieved by the students. The research result shows that the learning process with differentiated instruction strategies has helped enhance students’ problem solving skills.
| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | problem solving, differentiated instruction |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | UPI Kampus cibiru > PGSD UPI Kampus cibiru |
| Depositing User: | Kamd UPI Cibiru |
| Date Deposited: | 14 Jul 2022 03:28 |
| Last Modified: | 14 Jul 2022 03:28 |
| URI: | http://repository.upi.edu/id/eprint/74652 |
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