The repository administrator has not yet configured an RDF license.
LITERASI STATISTIK DAN SELF-ESTEEM SISWA SEKOLAH DASAR DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROJECT ACTIVITIES COOPERATIVE EXERCISES (PACE)
ABSTRAK Rendahnya kemampuan literasi statistik di kalangan siswa sekolah dasar menjadi perhatian penting dalam pengembangan pembelajaran matematika yang bermakna. Salah satu pendekatan yang diyakini mampu mengatasi masalah tersebut adalah penerapan model pembelajaran yang berorientasi pada aktivitas, proyek, dan kerja sama. Penelitian ini bertujuan untuk mendeskripsikan secara komprehensif pencapaian dan peningkatan literasi statistik serta self-esteem siswa sekolah dasar melalui penerapan model pembelajaran Project-Activities-Cooperative-Exercises (PACE). Metode yang digunakan adalah mixed method, yang terdiri atas tahap kuantitatif dan kualitatif. Pada tahap kuantitatif, digunakan pendekatan deskriptif dan kuasi-eksperimen dengan desain faktorial 3x2. Sementara itu, tahap kualitatif dilaksanakan dengan teknik triangulasi data. Sampel penelitian terdiri dari 50 siswa kelas V di Sekolah Dasar Negeri Karya Baru, Kota Baubau. Hasil penelitian menunjukkan bahwa: (i) terdapat perbedaan yang signifikan self-esteem siswa dengan menggunakan model pembelajaran terhadap pencapaian literasi statistic; (ii) terdapat perbedaan yang signifikan self-esteem dengan menggunakan model pembelajaran terhadap peningkatan literasi statistic; (iii) Terdapat pengaruh interaksi antara model pembelajaran dan self-esteem terhadap pencapaian literasi statistic; (iv) Terdapat pengaruh interaksi antara model pembelajaran dan self-esteem terhadap peningkatan literasi statistic; (v) Terdapat hubungan yang sangat kuat dan signifikan antara self-esteem siswa dan pencapaian literasi statistik, dengan nilai koefisien korelasi Pearson sebesar 0,885 dan nilai signifikansi 0,001; (vi) terdapat hubungan antara self-esteem dan peningkatan literasi statistik dengan koefisien korelasi sebesar 0,123 dan signifikansi 0,001; (vii) terdapat pengaruh self-esteem terhadap literasi statistik dengan nilai F 279,607 dengan signifikan 0,001; (viii) Pencapaian dan peningkatan kemampuan literasi statistik dianalsis perbedaannya berdasarkan dua factor lain yaitu model pembelajaran yang diterapkan (MPACE dan MPL), dan Self-esteem. Model pembelajaran PACE dapat menjadi alternatif yang efektif untuk meningkatkan literasi statistik siswa sekolah dasar, terutama jika didukung oleh aspek afektif positif seperti self-esteem yang tinggi. Pembelajaran yang melibatkan aktivitas kolaboratif dan proyek nyata terbukti mampu memberikan dampak positif terhadap hasil belajar statistik siswa secara lebih menyeluruh. ABSTRACT The low level of statistical literacy among elementary school students has become a major concern in the development of meaningful mathematics learning. One approach believed to address this issue effectively is the implementation of a learning model oriented toward activities, projects, and collaboration. This study aims to comprehensively describe the achievement and improvement of statistical literacy as well as the self-esteem of elementary school students through the implementation of the Project-Activities-Cooperative-Exercises (PACE) learning model. The method used in this study is a mixed-method approach, consisting of both quantitative and qualitative phases. In the quantitative phase, a descriptive and quasi-experimental approach was applied using a 3x2 factorial design. Meanwhile, the qualitative phase was conducted through data triangulation techniques. The research sample consisted of 50 fifth-grade students from Karya Baru State Elementary School, Baubau City. The results of the study show that: (i) there is a significant difference in students’ self-esteem when using different learning models in relation to statistical literacy achievement; (ii) there is a significant difference in students’ self-esteem when using different learning models in relation to statistical literacy improvement; (iii) there is interaction effect between learning models and self-esteem on statistical literacy achievement; (iv) there is interaction effect between learning models and self-esteem on statistical literacy improvement; (v) there is a very strong and significant correlation between students’ self-esteem and statistical literacy achievement, with a Pearson correlation coefficient of 0.885 and a significance value of 0.001; (vi) there is a correlation between self-esteem and statistical literacy improvement, with a correlation coefficient of 0.123 and a significance value of 0.001; (vii) self-esteem has a significant effect on statistical literacy, with an F-value of 279.607 and a significance of 0.001; (viii) the differences in statistical literacy achievement and improvement were analyzed based on two other factors: the learning model applied (PACE and Direct Instruction), and self-esteem levels.The PACE learning model can be an effective alternative to improve the statistical literacy of elementary school students, especially when supported by positive affective aspects such as high self-esteem. Learning that involves collaborative activities and real-world projects has been proven to have a positive impact on students’ statistical learning outcomes in a more comprehensive manner.
KODEPRODI86022#Pendidikan_Dasar_S3, Universitas Pendidikan Indonesia
LITERASI STATISTIK DAN SELF-ESTEEM SISWA SEKOLAH DASAR DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROJECT ACTIVITIES COOPERATIVE EXERCISES (PACE) (Text)
HTML Summary of #143777 LITERASI STATISTIK DAN SELF-ESTEEM SISWA SEKOLAH DASAR DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROJECT ACTIVITIES COOPERATIVE EXERCISES (PACE)
L Education (General)
LB Theory and practice of education
LB1501 Primary Education