Silitonga, R H Yanti (2015) Penerapan Accelerated Learning untuk Meningkatkan Kemampuan Pemecahan Masalah dan Representasi Matematis Siswa SMP (Studi Kuasi Eksperimen pada Siswa Kelas VII Sebuah SMP Swasta di Bandung). S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini merupakan studi kuasi eksperimen yang difokuskan pada peningkatan kemampuan pemecahan masalah dan representasi matematis siswa SMP ditinjau dari kategori gaya belajar siswa (visual, auditori, dan kinestetik) dengan menerapkan pembelajaran accelerated learning dalam pembelajaran matematika. Populasi dalam penelitian ini adalah seluruh siswa kelas VII sebuah SMP Swasta di Bandung. Dari pemilihan sampel secara acak, terpilihlah kelas VII-A sebagai kelas accelerated learning dan kelas VII-B sebagai kelas ekspositori. Data penelitian ini dikumpulkan melalui tes kemampuan pemecahan masalah matematis, tes kemampuan representasi matematis, skala gaya belajar dan lembar observasi. Dari hasil analisis disimpulkan: (1) Peningkatan kemampuan pemecahan masalah dan representasi matematis antara siswa yang memperoleh pembelajaran accelerated learning lebih baik secara signifikan daripada siswa yang memperoleh pembelajaran ekspositori. (2) Peningkatan kemampuan pemecahan masalah dan representasi matematis antara siswa yang memperoleh pembelajaran accelerated learning lebih baik secara signifikan daripada siswa yang memperoleh pembelajaran ekspositori pada gaya belajar visual. (3) Peningkatan kemampuan pemecahan masalah dan representasi matematis antara siswa yang memperoleh pembelajaran accelerated learning tidak lebih baik secara signifikan daripada siswa yang memperoleh pembelajaran ekspositori pada gaya belajar auditori. (4) Peningkatan kemampuan pemecahan masalah dan representasi matematis antara siswa yang memperoleh pembelajaran accelerated learning lebih baik secara signifikan daripada siswa yang memperoleh pembelajaran ekspositori pada gaya belajar kinestetik. (5) Tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah dan representasi matematis antara siswa bergaya belajar visual, auditori, dan kinestetik pada kelas accelerated learning. 6) Tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah dan representasi matematis antara siswa bergaya belajar visual, auditori, dan kinestetik pada kelas ekspositori. (7) Diduga tidak terdapat interaksi antara faktor pembelajaran (accelerated learning dan ekspositori) dengan faktor gaya belajar (auditori, visual, dan kinestetik) terhadap kemampuan pemecahan masalah dan representasi matematis siswa. This research was a quasi-experimental research that focused on improving problem solving and representation mathematics ability of junior high school students by applying accelerated learning in teaching mathematics. The population of this study was a private SMP class VII in Bandung with a particular class VII-A as a sample of the accelerated learning class and class VII-B as a sample expository class, randomly selected. The data was collected through a problem solving mathematics ability test, ability presentation mathematic ability test, learning style scale, and observation sheets. The results showed that (1) Increased problem solving and representation mathematics ability of students who received accelerated learning were better than students who received expository learning. (2) Increased problem solving and representation mathematics ability of students who received accelerated learning were better than students who received expository learning in visual learning style. (3) Increased problem solving and representation mathematics ability of students who received accelerated learning were not better than students who received expository learning in auditory learning style. (4) Increased problem solving and representation mathematics ability of students who received accelerated learning were better than students who received expository learning in kinesthetic learning style. (5) There is no different improving problem solving and representation mathematics ability of students who have visual, auditory, and kinesthetic learning style in accelerated learning class. (6) There is no different improving problem solving and representation mathematics ability of students who have visual, auditory, and kinesthetic learning style in expository class. (7) It is predicted there is no interaction between learning factor (accelerated learning and expository learning) and learning style factor (visual, auditory, and kinesthetic) for problem solving and representation mathematics ability of students.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil: T MTK Sil p Pembimbing :P I. Nanang Priatna |
| Uncontrolled Keywords: | Accelerated Learning, Kemampuan Pemecahan Masalah Matematis, Kemampuan Representasi Matematis, Gaya Belajar Siswa. |
| Subjects: | Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-2 |
| Depositing User: | Staf Koordinator 3 |
| Date Deposited: | 01 Oct 2015 01:41 |
| Last Modified: | 01 Oct 2015 01:41 |
| URI: | http://repository.upi.edu/id/eprint/17083 |
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