Nenden Suciyati Sartika, - (2023) KEMAMPUAN KELANCARAN PROSEDURAL, KOMPETENSI STRATEGIS DAN DISPOSISI MATEMATIS SISWA SMP DALAM PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN CONCRETE-REPRESENTATIONAL-ABSTRACT (CRA). S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan utama dari penelitian ini adalah untuk mengetahui pencapaian dan peningkatan kemampuan kelancaran prosedural matematis (KPM) dan kemampuan kompetensi strategis matematis (KSM) serta pencapaian disposisi matematis (DM) siswa yang ditinjau dari level KAM (tinggi, sedang dan rendah) sebagai akibat dari pembelajaran dengan pendekatan Concrete-Representational-Abstract (CRA) dan pendekatan konvensional. Penelitian ini didasarkan pada pentingnya kemampuan kelancaran prosedural matematis (KPM), kemampuan kompetensi strategis matematis (KSM) serta disposisi matematis (DM) pada siswa SMP akan tetapi pada kenyataannya masih banyak ditemukan penelitian yang menyatakan kemampuan tersebut masih rendah. Desain penelitian yang digunakan adalah quasi-experimental. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTs Malnu Kadukaung tahun akademik 2021/2022 yang ada di Kabupaten Pandeglang. Adapun sampel penelitiannya adalah siswa kelas VIII MTs dengan menggunakan teknik purposive sampling, satu kelompok eksperimen dan satu kelompok kontrol. Kelompok eksperimen diberikan pembelajaran dengan pendekatan CRA dan kelompok kontrol diberikan pembelajaran degan pendekatan konvensional. Instrumen yang digunakan dalam penelitian ini terdiri atas tes kemampuan awal matematis (KAM), tes kemampuan kelancaran prosedural matematis (KPM), tes kemampuan kompetensi strategis matematis (KSM) dan angket disposisi matematis (DM). Teknik analisis data menggunakan uji-t, uji Mann-Whitney, uji Anova dua jalur, dengan hasil menunjukkan bahwa (1) terdapat perbedaan pencapaian dan peningkatan kemampuan kelancaran prosedural matematis (KPM) dan kemampuan kompetensi strategis matematis (KSM) antara siswa yang memperoleh pembelajaran dengan pendekatan CRA dan pembelajaran dengan pendekatan konvensional ditinjau dari pembelajaran dan level KAM (tinggi, sedang dan rendah); (2) terdapat perbedaan pencapaian disposisi matematis (DM) antara siswa yang memperoleh pembelajaran dengan pendekatan CRA dan pembelajaran dengan pendekatan konvensional ditinjau dari pembelajaran dan level KAM (tinggi, sedang dan rendah); (3) tidak terdapat efek interaksi pembelajaran dan level KAM terhadap pencapaian dan peningkatan kemampuan kelancaran prosedural matematis (KPM) dan kemampuan kompetensi strategis matematis (KSM) serta terhadap pencapaian disposisi matematis (DM) siswa; (4) tidak terdapat korelasi antara kemampuan kelancaran prosedural matematis (KPM) dan kemampuan kompetensi strategis matematis (KSM) pada siswa yang memperoleh pendekatan CRA; (5) tidak terdapat korelasi antara kemampuan kelancaran prosedural matematis (KPM) dan disposisi matematis (DM) pada siswa yang memperoleh pendekatan CRA; (6) tidak terdapat korelasi antara kemampuan kompetensi strategis matematis (KSM) dan disposisi matematis (DM) pada siswa yang memperoleh pendekatan CRA; (7) effect size kemampuan KPM siswa sebesar d=2,378 sedangkan kemampuan KSM siswa sebesar d=5,903, hal ini menunjukkan bahwa pendekatan CRA dapat mempengaruhi kemampuan KPM dan KSM dengan kategori sangat kuat. Kata Kunci: Kelancaran Prosedural Matematis, Kompetensi Strategis Matematis, Disposisi Matematis, Concrete-Representational-Abstract (CRA). The main purpose of this study is to know the students’ achievement and enhancement of mathematical procedural fluency ability (MPF), mathematical strategic competence (MSC) and mathematical disposition (MD) achievement in terms of prior mathematical knowledge (PMK) levels (high, medium and low) as a result of learning with the Concrete-Representational-Abstract (CRA) approach and the conventional approach. This research is based on the importance of Mathematical Procedural Fluency (MPF), Mathematical Strategic Competence (MSC), and Mathematical Disposition (MD) for junior high school, but in reality, there are still many studies that state these abilities are still low. The research design used is quasi-experimental. The population of this study is all the 8th grade students of all students of class VIII MTs Malnu Kadukaung in Pandeglang regency in academic year 2021/2022. The research sample is the 8th grade of islamic junior high school students by using purposive sampling technique, one as the experimental group and the other as the control group. The experimental group was given learning by using the CRA approach and the control group was given learning by using the conventional approach. The instruments used in this study consist of a prior mathematical knowledge test, mathematical procedural fluency test, mathematical strategic competency test, and mathematical disposition questionnaire. The data analysis technique used t-test, Mann-Whitney test, two-way Anova test, with the results showing that (1) there are differences in the achievement and enhancement of mathematical procedural fluency and mathematical strategic competence abilities between students who received learning with the CRA approach and students who received learning with the conventional approach in terms of learning and PMK levels (high, medium and low); (2) there are differences in the achievement of mathematical disposition between students who received learning with the CRA approach and students who receive learning with the conventional approach in terms of learning and PMK levels (high, medium and low); (3) there is no interaction effect between learning and PMK levels toward the achievement and improvement of mathematical procedural fluency, mathematical strategic competence, and the achievement of mathematical disposition; (4) there is no correlation between the students’ mathematical procedural fluency abilities and their mathematical strategic competence abilities in learning CRA approach; (5) there is no correlation between the students’ mathematical procedural fluency abilities and their mathematical disposition abilities in learning CRA approach; (6) there is no correlation between the students’ mathematical strategic competence abilities and mathematical disposition abilities in learning CRA approach; (7) the effect size of the student's MPF ability is d=2.378 while the students’ MSC ability is d=5.903, showing that the CRA approach can affect the students’ mathematical procedural fluency and mathematical strategic competence abilities very strong category. Keywords: Mathematical Procedural Fluency, Mathematical Strategic Competence, Mathematical Disposition, Concrete-Representational-Abstract (CRA).
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.co.id/citations?user=E8i1mE8AAAAJ&hl=id sinta Id: 6124136 sinta Id: 6676817 |
| Uncontrolled Keywords: | Kelancaran Prosedural Matematis, Kompetensi Strategis Matematis, Disposisi Matematis, Concrete-Representational-Abstract (CRA). |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
| Depositing User: | Nenden Suciyati Sartika |
| Date Deposited: | 06 Mar 2023 05:34 |
| Last Modified: | 06 Mar 2023 05:34 |
| URI: | http://repository.upi.edu/id/eprint/88977 |
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