Nofriyandi, _ (2016) Peningkatan Kemampuan Pemahaman dan Pemecahan Masalah Matematis serta Kemandirian Belajar Siswa SMP melalui Pendekatan Kontekstual Teknik Tari Bambu. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan penelitian ini adalah untuk menjawab pertanyaan apakah pembelajaran dengan pendekatan kontekstual teknik tari bambu dapat meningkatkan kemampuan pemahaman matematis, pemecahan masalah matematis dan kemandirian belajar siswa ditinjau dari: (1) level sekolah, (2) kemampuan awal matematis (KAM) dan (3) keseluruhan siswa. Penelitian ini merupakan penelitian kuasi-eksperimen. Desain pada penelitian ini adalah desain kelompok kontrol pretes-postes atau Pretest-Posttest Control Grup Design. Kelas eksperimen diberikan perlakuan berupa pembelajaran dengan pendekatan kontekstual teknik tari bambu dan kelas kontrol diberikan perlakuan berupa pembelajaran langsung. Populasi dalam penelitian ini adalah siswa kelas VIII SMPN di Kota Pekanbaru yang terdiri dari SMPN 4 Pekanbaru sebagai sekolah level tinggi, SMPN 25 Pekanbaru sebagai sekolah level sedang dan SMPN 35 Pekanbaru sebagai sekolah level rendah. Instrumen yang digunakan meliputi tes kemampuan pemahaman matematis, tes kemampuan pemecahan masalah matematis, angket kemandirian belajar, pedoman observasi dan wawancara. Hasil penelitian menunjukkan bahwa: (1) pencapaian dan peningkatan kemampuan pemahaman matematis dan kemampuan pemecahan masalah matematis siswa yang memperoleh pendekatan kontekstual teknik tari bambu lebih baik daripada siswa yang memperoleh pembelajaran langsung ditinjau dari level sekolah, kategori KAM, dan keseluruhan siswa; (2) pencapaian kemandirian belajar siswa yang memperoleh pembelajaran dengan pendekatan kontekstual teknik tari bambu pada level sekolah sedang lebih baik daripada siswa yang memperoleh pembelajaran langsung; (3) pencapaian kemandirian belajar siswa yang memperoleh pembelajaran dengan pendekatan kontekstual teknik tari bambu pada kategori KAM tinggi lebih baik daripada siswa yang memperoleh pembelajaran langsung; (4) pencapaian kemandirian belajar siswa yang memperoleh pembelajaran dengan pendekatan kontekstual teknik tari bambu secara keseluruhan sama dengan siswa yang memperoleh pembelajaran langsung; (5) peningkatan kemandirian belajar siswa yang memperoleh pembelajaran dengan pendekatan kontekstual teknik tari bambu pada level sekolah sedang lebih baik daripada siswa yang memperoleh pembelajaran langsung; (6) peningkatan kemandirian belajar siswa yang memperoleh pembelajaran dengan pendekatan kontekstual teknik tari bambu pada kategori KAM (tinggi, sedang dan rendah) lebih baik daripada siswa yang memperoleh pembelajaran langsung; (7) peningkatan kemandirian belajar siswa yang memperoleh pembelajaran dengan pendekatan kontekstual teknik tari bambu secara keseluruhan lebih baik daripada siswa yang memperoleh pembelajaran langsung; (8) Tidak terdapat interaksi antara model pembelajaran dan level sekolah terhadap peningkatan kemampuan pemahaman matematis, kemampuan pemecahan masalah dan kemandirian belajar siswa; (9) Tidak terdapat interaksi antara model pembelajaran dan kategori KAM terhadap peningkatan kemampuan pemahaman matematis, kemampuan pemecahan masalah dan kemandirian belajar siswa. --- The aim of this research is to answer the question of whether the teaching and learning with contextual approach using bamboo dance technique can increase students’ mathematical problem-solving and understanding ability and self-regulated learning in terms of: (1) School level, (2) Mathematical prior knowledge (MPK),and (3) Students of all. It is quasi-experimental research employing the pretest-posttest control group design. The experimental group was treated with the teaching and learning using contextual approach with bamboo dance technique, and the control group with direct instruction. The population consisted of eight grade students of SMPN (State Junior High School) in Pekanbaru City, consisting of SMPN 4 Pekanbaru as the school of the highest level, SMPN 25 Pekanbaru of the medium level, and SMPN 35 Pekanbaru of the low level. The instruments used included a test on mathematical understanding ability, a test on mathematical problem solving, questionnaire on self-regulated learning, observation guidelines, and interview. The result of this study show that: (1) The students taught with contextual approach with bamboo dance technique had greater achievements and enhancement in mathematical problem solving and understanding ability than those taught with direct instruction in terms of school level, MPK category, and students of all; (2) The students of the medium school level taught with contextual approach with bamboo dance technique had greater achievements in their self-regulated learning than those taught with direct instruction; (3) The students with high MPK category taught with contextual approach using bamboo dance technique had greater achievements in self-regulated learning than those taught with direct instruction; (4) The students in general taught with contextual approach using bamboo dance technique had similar achievements in self-regulated learning to those taught with direct instruction; (5) The students from a medium school level taught with contextual approach using bamboo dance technique had a greater enhancement in self-regulated learning than those taught with direct instruction; (6) The students with high, medium, and low MPK categories taught with contextual approach using bamboo dance technique had a greater enhancement in self-regulated learning than those taught with direct instruction; (7) The students of all taught with contextual approach using bamboo dance technique had a greater enhancement in self-regulated learning than those taught with direct instruction; (8) There was no interaction between learning models and school levels and students’ enhancement mathematical understanding ability, mathematical problem solving, and self-regulated learning; (9) There was no interaction between learning models and MPK categories and students’ enhancement mathematical understanding ability, mathematical problem solving, and self-regulated learning.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
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| Additional Information: | No. Panggil : D MAT NOF p-2016; Pembimbing : 1. H. Tatang Herman, 2. Jarnawi A. Dahlan . |
| Uncontrolled Keywords: | Mathematical understanding ability, mathematical problem solving, self-regulated learning, contextual approach, bamboo dance technique, kemampuan pemahaman matematis, pemecahan masalah matematis, kemandirian belajar, pendekatan kontekstual, teknik tari bambu. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 21 Aug 2017 07:55 |
| Last Modified: | 21 Aug 2017 07:55 |
| URI: | http://repository.upi.edu/id/eprint/25048 |
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