Armiati, - (2011) PENINGKATAN KEMAMPUAN PENALARAN MATEMATIS, KOMUNIKASI MATEMATIS DAN KECERDASAN EMOSIONAL MAHASISWA MELALUI PEMBELAJARAN BERBASIS MASALAH. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Kemampuan penalaran matematis dan komunikasi matematis merupakan kemampuan yang sangat diperlukan oleh setiap orang dalam menghadapi kehidupan. Kenyataannya kemampuan-kemampuan ini belum berkembang secara baik bahkan pada mahasiswa matematika. Selain kemampuan penalaran dan kemampuan komunikasi, kemampuan dalam mengelola emosi juga dibutuhkan dalam menghadapi segala tantangan dalam kehidupan. Pembelajaran berbasis masalah diperkirakan dapat memicu berkembangnya kemampuan-kemampuan tersebut. Penelitian ini bertujuan untuk mengetahui dampak pembelajaran berbasis masalah dalam meningkatkan kemampuan penalaran matematis, kemampuan komunikasi matematis dan kecerdasan emosional mahasiswa. Jenis penelitian adalah quasi eksperimen dengan disain Nonequivalent Control Group Design. Subjek penelitian adalah mahasiswa Jurusan Matematika UNP dan mahasiswa Jurusan Matematika STKIP PGRI Sumbar yang mengikuti perkuliahan Matematika Diskrit pada Semester Juli-Desember 2010. Untuk mendapatkan data tentang kemampuan penalaran matematis, kemampuan komunikasi matematis dan kecerdasan emosional mahasiswa digunakan instrumen berupa tes kemampuan penalaran matematis, tes kemampuan komunikasi matematis dan skala kecerdasan emosional. Teknik analisis yang digunakan adalah ANOVA General Linear Model. Berdasarkan hasil analisis data dapat disimpulkan bahwa pembelajaran berbasis masalah lebih unggul dibandingkan pembelajaran konvensional dalam meningkatkan KPM, KKM dan KE mahasiswa. Namun peningkatan kemampuan penalaran matematis dan kecerdasan emosional masih tergolong rendah, sementara peningkatan kemampuan komunikasi matematis tergolong sedang. Faktor Kemampuan Awal Matematis, dan level PT ikut berpengaruh secara signifikan dalam meningkatkan kemampuan penalaran matematis dan kemampuan komunikasi matematis tetapi tidak berpengaruh dalam meningkatkan KE. Dalam penelitian ini juga ditemukan bahwa berdasarkan pelevelan Bigg dan Collins tentang penalaran, mahasiswa PT level tinggi yang belajar dengan Pembelajaran Berbasis masalah cenderung berada pada level multistructural menuju relational, mahasiswa PT level sedang cenderung berada pada level prestructural menuju unistructural. Sementara mahasiswa yang belajar dengan Pembelajaran konvensional cenderung berada pada level prestructural, baik pada PT level tinggi maupun PT level sedang important competences needed by everyone in life. In fact, those abilities have not been developed well even by mathematics students. Beside those abilities, skills in managing emotion is also required in facing all challenges in life. Problem-based learning is expected to trigger the development of these skills. This study aims to determine the impact of problem-based learning in developing students׳ ability of mathematical reasoning, mathematical communication and emotional intelligence. The study was a quasi experimental design with Nonequivalent Control Group Design. The subjects of this research were students in Department of Mathematics Padang State University (better known as UNP) and students in Department of Mathematics School of Teacher Training and Educational Science (better known as STKIP PGRI) of West Sumatera who took discrete mathematics course in July-December 2010. To obtain students׳ mathematical reasoning skills, mathematical communication skills and emotional intelligence data are used mathematical reasoning ability tests, mathematical communication skills tests, and emotional intelligence scale. The data in this study are analyzed by using General Linear Model of ANOVA. Based on the results of data analysis, it can be concluded that students׳ mathematical reasoning ability, mathematical communication skills and emotional intelligence, under problem-based learning are better than those under conventional learning. However relatively, the student׳ enhancement of mathematical reasoning ability and emotional intelligence are still in low category, whereas the enhancement of mathematical communication skills is in middle category. Mathematical prior knowledge factor and the level of university influence significantly to enhancing of mathematical reasoning ability and mathematical communication skill but does not have impact in enhancing emotional intelligence. Based on Biggs and Collins levels about reasoning, this study finds that student׳ from high-level university under problem-based learning tend to be at the level of multistructural heading towards relational, and student׳ in the midlle-level university tend to be at the level of prestructural heading toward unistructural, while students under conventional approach for both level of university, tend to be at the level of prestructural.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No Panggil D MTK ARM p-2011 |
| Uncontrolled Keywords: | Matematis |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Staf Koordinator 3 |
| Date Deposited: | 24 Jun 2014 03:21 |
| Last Modified: | 24 Jun 2014 03:21 |
| URI: | http://repository.upi.edu/id/eprint/8046 |
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