Aya Shofia Maulida, - (2024) PENGARUH EXPERIENTIAL LEARNING BERBANTUAN MEDIA AUGMENTED REALITY DAN DIRECT INSTRUCTION BERBANTUAN MEDIA AUGMENTED REALITY TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA DITINJAU DARI LEVEL SELF-REGULATED LEARNING. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penalaran matematis tidak hanya mencakup kemampuan berpikir logis, tetapi juga keterampilan untuk mengaplikasikan konsep dan prosedur matematis dalam berbagai konteks. Namun, meningkatkan kemampuan ini seringkali menjadi tantangan, terutama jika siswa tidak memiliki strategi belajar yang efektif. Salah satu pendekatan yang dapat digunakan untuk mengatasi hal ini adalah dengan menerapkan model pembelajaran yang inovatif, seperti Experiential Learning berbantuan media Augmented Reality (EL-AR) dan Direct Instruction berbantuan media Augmented Reality (DI-AR). Penggunaan teknologi AR dalam pembelajaran dapat memberikan pengalaman belajar yang lebih interaktif dan mendalam. Selain itu, tingkat Self-Regulated Learning (SRL) juga diyakini mempengaruhi efektivitas pembelajaran tersebut. Oleh karena itu, penelitian ini bertujuan untuk menganalisis dan mendeskripsikan secara komprehensif tentang pengaruh EL-AR dan DI-AR terhadap perolehan dan peningkatan kemampuan penalaran matematis (KPM) siswa dengan memperhatikan level SRL siswa, serta diperolehnya konjektur yang mengaitkan SRL siswa dengan KPM siswa. Metode dalam penelitian ini adalah mix method dengan desain explanatory sequential. Tahap kuantitatif terlebih dahulu kemudian tahap kualitatif. Pada tahap kuantitatif digunakan desain one group pretest-posttest design, factorial design 3 x 2, dan analisis regresi. Sedangkan pada tahap kualitatif digunakan desain case study dengan prespektif grounded theory untuk memperoleh konjektur yang mengaitkan self-regulated learning dengan kemampuan penalaran matematis siswa. Dari penelitian ini diperoleh kesimpulan: i) terdapat perbedaan pengaruh level SRL terhadap peningkatan kemampuan penalaran matematis siswa; ii) terdapat efek interaksi antara pembelajaran dan level SRL terhadap perolehan kemampuan penalaran matematis siswa; iii) kemampuan penalaran matematis siswa yang memiliki level SRL tinggi pada siswa yang belajar dengan model experiential learning berbantuan augmented reality (EL-AR) dapat mengenali dan menjelaskan pola dan hubungan matematika, menghubungkan konsep matematika yang berbeda dan menggabungkan konsep untuk penyelesaian masalah matematika, membuat kesimpulan umum dan khusus, menarik kesimpulan logis, membuat kesimpulan umum kasus khusus matematika, analisis mendalam, menguji kebenaran pernyataan, penjelasan logis dan konsisten, mencari solusi yang tidak biasa dalam menyelesaikan masalah matematika, memberi jawaban lebih dari satu jawaban, dan menyampaikan penyelesaian masalah matematika secara jelas, matematis dan teratur. Mathematical interpretation includes not only the ability to think logically but also the skills to apply mathematical concepts and procedures in a variety of contexts. However, improving these skills is often a challenge, especially if students do not have an effective learning strategy. One approach that can be used to address this is to implement innovative learning models, such as experiential learning with augmented reality media (EL-AR) and direct instruction with augmented reality media (DI-AR). The use of AR technology in learning can provide a more interactive and in-depth learning experience. In addition, the level of self-regulated learning (SRL) is also believed to influence the effectiveness of the learning. Therefore, the study aims to analyze and describe comprehensively the influence of EL-AR and DI-AR on the acquisition and improvement of the ability of mathematical reasoning students by paying attention to the level of self-regulated learning students, as well as the obtained conjecture that associates self-regulated learning students with the ability to mathematically reason students. The method in this research is a mix method with a sequential explanatory design. a quantitative stage first, then a qualitative stage. In the quantitative stage, a one-group pretest-posttest design, a 3 x 2 factorial design, and regression analysis were used. Meanwhile, in the qualitative stage, a case study design was used with a grounded theory perspective to obtain a conjecture that links self-regulated learning with students' mathematical reasoning abilities. From this research, it can be concluded that: i) there are differences in the effect of the level of self-regulated learning on improving students' mathematical reasoning abilities; ii) there is an interaction effect between learning and the level of self-regulated learning on students' acquisition of mathematical reasoning abilities; iii) the mathematical reasoning abilities of students who have a high level of self-regulated learning in students who learn with the experiential learning model assisted by augmented reality (EL-AR) can recognize and explain mathematical patterns and relationships, connect different mathematical concepts and combine concepts to solve mathematical problems, create general and specific conclusions, drawing logistical conclusions, making general conclusions in special cases of mathematics, in-depth analysis, testing the truth of statements, logical and consistent explanations, looking for unusual solutions in solving mathematical problems, giving more than one answer, and conveying solutions to mathematical problems clearly, mathematically and regularly.
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=3iWotnYAAAAJ&hl=id&oi=ao ID SINTA Dosen Pembimbing: Prof. Dr. Wahyudin, M.Pd. : 5991845 Prof. Turmudi, M.Ed., M.Sc., Ph.D. : 5991823 Dr. Elah Nurlaelah, M.Si. : 6665327 |
| Uncontrolled Keywords: | augmented reality, direct instruction, experiential learning, kemampuan penalaran matematis, self-regulated learning. direct instruction, experiential learning, mathematical reasoning abilities, self-regulated learning. |
| Subjects: | L Education > LB Theory and practice of education Q Science > QA Mathematics Q Science > QA Mathematics > QA76 Computer software |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Aya Shofia Maulida |
| Date Deposited: | 12 Sep 2024 01:54 |
| Last Modified: | 12 Sep 2024 01:54 |
| URI: | http://repository.upi.edu/id/eprint/122901 |
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