Jasmine Salsabila Lutfi, - (2024) KEMAMPUAN REPRESENTASI MATEMATIS DAN SELF-EFFICACY SISWA SMP DALAM PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN CPA-I (CONCRETE–PICTORIAL–ABSTRACT–INTEGRATED). S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini mengkaji pencapaian, peningkatan kemampuan representasi matematis, dan pencapaian self-efficacy siswa SMP yang memperoleh pendekatan CPA-I (Concrete-Pictorial-Abstract-Integrated) dan pendekatan pembelajaran langsung yang ditinjau secara keseluruhan, dan Kemampuan Awal Matematis (KAM). Penelitian ini merupakan penelitian kuasi eksperimen dengan nonequivalent control group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 213 Jakarta Timur semester ganjil tahun ajaran 2023/2024. Sampel dalam penelitian ini yaitu dua kelas VIII yaitu VIII-E sebagai kelas eksperimen dan VIII-G sebagai kelas kontrol. Teknik analisis data yang digunakan yaitu rank transform, ANOVA dua jalur, dan post hoc test. Hasil penelitian menunjukkan bahwa; (1) Terdapat perbedaan pencapaian, dan peningkatan kemampuan representasi matematis siswa yang memperoleh pendekatan CPA-I dengan siswa yang memperoleh pendekatan pembelajaran langsung; (2) Terdapat perbedaan signifikan pencapaian kemampuan representasi matematis antara siswa yang memperoleh pendekatan CPA-I dengan siswa yang memperoleh pendekatan pembelajaran langsung ditinjau dari Kemampuan Awal Matematis (KAM); (3) Tidak ada interaksi antara pendekatan pembelajaran dengan KAM terhadap pencapaian dan peningkatan kemampuan representasi matematis siswa; (4) Pendekatan CPA-I dapat diterapkan pada siswa dengan kemampuan rendah, atau memiliki learning disability dalam belajar matematika; (5) Terdapat perbedaan data peringkat pencapaian self-efficacy yang memperoleh pendekatan CPA-I dengan siswa yang memperoleh pembelajaran langsung (X ̅_(CPA-I)=118,58, X ̅_PL=110,06); (6) Tidak ada perbedaan signifikan dalam data peringkat pencapaian self-efficacy siswa berdasarkan kelompok KAM; (7) Tidak ada interaksi antara pendekatan pembelajaran dengan KAM terhadap data peringkat pencapaian self-efficacy siswa; (8) Pendekatan CPA-I efektif terhadap pencapaian self-efficacy siswa karena mampu melampaui pada level KAM lainnya di kelas pembelajaran langsung. This study examines the achievement, improvement of mathematical representation abilities, and achievement of self-efficacy of junior high school students who receive the CPA-I (Concrete-Pictorial-Abstract-Integrated) approach and the direct learning approach in terms of learning approach, and Initial Mathematical Ability (KAM). This study is a quasi-experimental research with nonequivalent control group design. The population in this study were class VIII students at SMP Negeri 213 East Jakarta, odd semester of the 2023/2024 academic year. The samples in this study were two classes VIII, namely VIII-E as the experimental class and VIII-G as the control class. The data analysis techniques used were rank transform, two-way ANOVA, and post hoc test. The research results show that; (1) There are differences in achievement and improvement in the mathematical representation abilities of students who receive the CPA-I approach and students who receive the direct learning approach; (2) There is a significant difference in the achievement of mathematical representation abilities between students who received the CPA-I approach and students who received the direct learning approach in terms of Initial Mathematical Ability (KAM); (3) There is no interaction between the learning approach and KAM on the achievement and improvement of students' mathematical representation abilities; (4) The CPA-I approach can be applied to students with low abilities, or who have a learning disability in learning mathematics; (5) There is a difference in the self-efficacy achievement ranking data for students who received the CPA-I approach and students who received direct learning (X ̅_(CPA-I)=118,58, X ̅_PL=110,06); (6) There are no significant differences in student self-efficacy achievement ranking data based on KAM groups; (7) There is no interaction between the learning approach and KAM on student self-efficacy achievement ranking data; (8) The CPA-I approach is effective in achieving student self-efficacy because it is able to exceed other KAM levels in direct learning classes.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=0w22dMkAAAAJ&hl=id&oi=ao ID SINTA Dosen Pembimbing: Dadan Dasari: 6000619 Al Jupri: 5974523 |
| Uncontrolled Keywords: | pendekatan concrete-pictorial-abstract-integrated, kemampuan representasi matematis, self-efficacy, CPA-I. concrete-pictorial-abstract-integrated approach, mathematical representation ability, self-efficacy, CPA-I. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-2 |
| Depositing User: | Jasmine Salsabila Lutfi |
| Date Deposited: | 26 Apr 2024 07:32 |
| Last Modified: | 26 Apr 2024 07:32 |
| URI: | http://repository.upi.edu/id/eprint/116925 |
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