Febi Tasya Ramadhanti, - (2022) PENGARUH MODEL PROBLEM-BASED LEARNING BERBANTUAN DAN TIDAK BERBANTUAN TEKNOLOGI TERHADAP KEMAMPUAN BERPIKIR TINGKAT TINGGI MATEMATIS SISWA: STUDI META-ANALISIS. S2 thesis, Universitas Pendidikan Indonesia.
|
Text
T_MTK_2003197_Title.pdf Download (1MB) | Preview |
|
|
Text
T_MTK_2003197_Chapter1.pdf Download (235kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
T_MTK_2003197_Chapter2.pdf Restricted to Staf Perpustakaan Download (429kB) |
|
|
Text
T_MTK_2003197_Chapter3.pdf Download (639kB) | Preview |
|
|
Text
T_MTK_2003197_Chapter4.pdf Restricted to Staf Perpustakaan Download (625kB) |
|
|
Text
T_MTK_2003197_Chapter5.pdf Download (231kB) | Preview |
|
|
Text
T_MTK_2003197_Appendix.pdf Restricted to Staf Perpustakaan Download (1MB) |
Abstract
Sampai saat ini telah banyak studi literatur mengenai pembelajaran berbasis masalah (PBL) terhadap kemampuan matematika siswa. Namun, studi-studi sebelumnya belum mengkaji pengaruh penggunaan teknologi dalam mengimplementasikan PBL yang berfokus terhadap kemampuan berpikir tingkat tinggi (HOTS) matematis. Penelitian ini bertujuan untuk meringkas, mengestimasi, dan mengevaluasi pengaruh dari penerapan model pembelajaran PBL berbantuan teknologi dan tidak berbantuan teknologi pada kemampuan berpikir tingkat tinggi matematis siswa, meliputi kemampuan berpikir kritis, kreatif, pemecahan masalah, dan penalaran matematis ditinjau berdasarkan karakteristik studi tahun studi, jenjang pendidikan, ukuran sampel, demografi siswa, dan indikator HOTS. Teknik meta-analisis digunakan untuk menganalisis data 133 studi primer yang telah memenuhi kriteris inklusi dengan bantuan aplikasi Comprehensive Meta-Analysis Versi 3.0. Temuan penelitian menyatakan bahwa secara keseluruhan pengaruh implementasi PBL berpengaruh positif terhadap HOTS matematis siswa dan lebih baik efektivitasnya dibandingkan pembelajaran konvensional, dengan ukuran efek sebesar 0,905 yang tergolong kategori efek tinggi. Selain itu, tidak terdapat perbedaan HOTS matematis yang signifikan antara siswa yang diberi PBL berbantuan teknologi dan siswa yang diberi PBL tidak berbantuan teknologi. Karakteristik studi ukuran sampel dan demografis siswa merupakan faktor yang menyebabkan heterogenitas HOTS matematis siswa. Sebaliknya, heterogenitas ukuran efek HOTS matematis siswa tidak dipengaruhi oleh karakteristik indikator kemampuan berpikir tingkat tinggi matematis, tahun studi, dan jenjang pendidikan. Dengan demikian, temuan ini merekomendasikan agar guru dan dosen matematika memilih untuk menerapkan PBL sebagai salah satu solusi terbaik guna meningkatkan HOTS dalam pembelajaran matematika, serta perlu mempertimbangkan lokasi dimana siswa belajar dan sebaiknya menerapkan PBL pada kelas dengan kapasitas siswa tidak lebih dari 30 partisipan. Until now, there have been many literature studies on problem-based learning (PBL) on students' mathematical abilities. However, previous studies have not examined the effect of using technology in implementing PBL that focuses on higher order mathematical thinking skills (HOTS). This study aims to summarize, estimate, and evaluate the effect of the application of technology-assisted and non-technology-assisted PBL learning models on students' higher-order mathematical thinking skills, including critical, creative, problem solving, and mathematical reasoning skills in terms of the characteristics of the study year, education level, sample size, student demographics, and HOTS indicators. The meta-analysis technique was used to analyze data from 133 primary studies that met the inclusion criteria with the help of the Comprehensive Meta-Analysis Version 3.0 application. The research findings state that the overall effect of PBL implementation has a positive effect on students' mathematical HOTS and its effectiveness is better than conventional learning, with an effect size of 0.905 which is classified as high effect category. In addition, there was no significant difference in mathematical HOTS between students who were given technology-assisted PBL and students who were given non-technology-assisted PBL. The characteristics of the study sample size and student demographics are factors that cause the heterogeneity of students' mathematical HOTS. In contrast, the heterogeneity of the students' mathematical HOTS effect size was not influenced by the characteristics of the indicators of higher order mathematical thinking skills, years of study, and education levels. Thus, these findings recommend that mathematics teachers and lecturers choose to apply PBL as one of the best solutions to increase HOTS in mathematics learning, and it is necessary to consider the location where students study and should apply PBL in classes with a student capacity of no more than 30 participants.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | Link Google Scholar: Dadang Juandi: https://scholar.google.com/citations?user=WR4KQ-kAAAAJ&hl=id&oi=ao Jarnawi Afgani Dahlan : https://scholar.google.com/citations?user=TBbpIxAAAAAJ&hl=id ID SINTA Dosen Pembimbing: Dadang Juandi : 6042761 Jarnawi Afgani Dahlan : 5974544 |
| Uncontrolled Keywords: | Kemampuan Berpikir Tingkat Tinggi Matematis, Problem-Based Learning, Teknologi, Meta-analisis. |
| Subjects: | L Education > L Education (General) T Technology > TJ Mechanical engineering and machinery |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-2 |
| Depositing User: | Febi Tasya Ramadhanti |
| Date Deposited: | 31 Aug 2022 05:15 |
| Last Modified: | 31 Aug 2022 05:15 |
| URI: | http://repository.upi.edu/id/eprint/76942 |
Actions (login required)
 |
View Item |