Fitri Aida Sari, - (2024) MODEL PROJECT-BASED LEARNING DENGAN PENDEKATAN STEM UNTUK PENCAPAIAN KEMANDIRIAN BELAJAR SERTA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIS SISWA SMP. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Perkembangan teknologi dan ilmu pengetahuan yang kian pesat saat ini tidak lepas dari peranan penting matematika. Oleh karena itu, siswa perlu difasilitasi untuk memiliki kemampuan-kemampuan matematis seperti kemampuan pemecahan masalah matematis (KPMM) dan kemampuan komunikasi matematis (KKM) yang didukung dengan kemampuan untuk mengatur dan mengendalikan aktivitas belajar serta memilih strategi belajar. Namun, banyak penelitian yang menunjukkan KPMM dan KKM siswa yang masih rendah. Penelitian ini mengkaji pencapaian dan peningkatan KPMM dan KKM, serta pencapaian kemandirian belajar siswa SMP melalui penerapan model PjBL dengan pendekatan STEM (Science, Technology, Engineering, and Mathematics). Penelitian ini menggunakan metode kuantitatif, yaitu kuasi eksperimen dengan desain nonequivalent comparison group. Partisipan penelitian ini sebanyak 137 siswa sekolah menengah pertama. Alat pengumpulan data yang digunakan berupa tes KPMM, tes KKM, kuesioner kemandirian belajar, lembar wawancara, dan lembar observasi. Hasil analisis data menunjukkan bahwa: 1) pencapaian KPMM, KKM, dan kemandirian belajar siswa serta peningkatan KPMM dan KKM siswa yang mendapat model PjBL dengan pendekatan STEM lebih baik daripada siswa yang mendapat pembelajaran konvensional; 2) pada setiap kategori kemampuan awal matematis, pencapaian KPMM, KKM, dan kemandirian belajar siswa serta peningkatan KPMM dan KKM siswa yang mendapat model PjBL dengan pendekatan STEM lebih baik daripada siswa yang mendapat pembelajaran konvensional; 3) pada setiap kategori peringkat sekolah, pencapaian KPMM, KKM, dan kemandirian belajar siswa serta peningkatan KKM siswa yang mendapat model PjBL dengan pendekatan STEM lebih baik daripada siswa yang mendapat pembelajaran konvensional; 4) pada kategori peringkat sekolah tinggi peningkatan KPMM siswa yang mendapat model PjBL dengan pendekatan STEM lebih baik daripada siswa yang mendapat pembelajaran konvensional, sedangkan pada kategori peringkat sekolah sedang, peningkatan KPMM siswa yang mendapat model PjBL dengan pendekatan STEM tidak lebih baik daripada siswa yang mendapat pembelajaran konvensional; 5) tidak terdapat pengaruh interaksi antara model pembelajaran dan kemampuan awal matematis terhadap pencapaian dan peningkatan KPMM dan KKM serta pencapaian kemandirian belajar siswa; 6) tidak terdapat pengaruh interaksi antara model pembelajaran dan peringkat sekolah terhadap pencapaian dan peningkatan KPMM dan KKM serta pencapaian kemandirian belajar siswa; 7) model PjBL dengan pendekatan STEM memberikan pengaruh yang besar terhadap pencapaian dan peningkatan KPMM dan KKM serta pencapaian kemandirian belajar siswa; 8) kesalahan siswa dalam menyelesaikan soal KPMM dan KKM adalah kesalahan faktual, prosedural, dan konseptual.
The rapid development of technology and science today cannot be separated from the critical role of mathematics. Students need to be facilitated to have mathematical abilities such as mathematical problem-solving ability (MPSA) and mathematical communication ability (MCA), supported by the capability to organize and control learning activities and choose learning strategies. However, many studies have shown low MPSA and MCA among students. This research examines the junior high school students' achievement and enhancement of MPSA and MCA, and also the achievement of self-regulated learning students through applying PjBL model with STEM (Science, Technology, Engineering, and Mathematics) approach. This research uses a quantitative method, a quasi-experiment with a nonequivalent comparison group design. The participants in this research were 137 junior high school students. The data collection tools included the MPSA test, MCA test, self-regulated learning questionnaire, interview sheet, and observation sheet. The findings of this research are 1) the achievement of MPSA, MCA, and self-regulated learning of the students and the enhancement of MPSA and MCA of the students who received PjBL model with STEM approach were better than the students who received conventional learning; 2) in each mathematical prior knowledge category, the achievement of MPSA, MCA, and self-regulated learning of the students and the enhancement of MPSA and MCA of the students who received PjBL model with STEM approach were better than the students who received conventional learning; 3) in each school ranking category, the achievement of MPSA, MCA, and self-regulated learning of the students, and also the enhancement of MCA of the students who received PjBL model with STEM approach were better than the students who received conventional learning; 4) in schools with high ranking category, enhancement of MPSA of the students who received PjBL model with STEM approach were better than the students who received conventional learning, while in schools with medium ranking category, the achievement and enhancement MPSA of the students who received PjBL model with STEM approach were not better than the students who received conventional learning; 5) there is no interaction effect between the learning models and mathematical prior knowledge on the achievement and enhancement of MPSA and MCA, and also the achievement of self-regulated learning of the students; 6) there is no interaction effect between the learning models and school ranking on the achievement and enhancement of MPSA and MCA, and also the achievement of self-regulated learning of the students; 7) PjBL model with STEM approach has a big influence on the students' MPSA, MCA, and self-regulated learning achievement and the enhancement of MPSA and MCA; 8) the student errors in solving MPSA and MCA questions are factual, procedural, and conceptual errors.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=GDQo-xoAAAAJ ID SINTA Dosen Pembimbing Yaya S. Kusumah: 6676817 Dadang Juandi: 6042761 |
| Uncontrolled Keywords: | Kemampuan pemecahan masalah matematis, kemampuan komunikasi matematis, kemandirian belajar, model PjBL dengan pendekatan STEM, kemampuan awal matematis, peringkat sekolah. Mathematical problem-solving ability, mathematical communication ability, self-regulated learning, PjBL model with STEM approach, mathematical prior knowledge, school ranking. |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika |
| Depositing User: | Fitri Aida Sari |
| Date Deposited: | 06 Sep 2024 08:07 |
| Last Modified: | 06 Sep 2024 08:07 |
| URI: | http://repository.upi.edu/id/eprint/123133 |
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