Mulyati, Tita (2017) KEMAMPUAN PEMAHAMAN MEMBACA, BERPIKIR KRITIS,DAN BERPIKIR KREATIF MATEMATIS SISWA MELALUI PEMBELAJARAN PEMECAHAN MASALAH SQRQCQMODEL INTEGRATIF DENGAN LITERATUR ANAK: Penelitian Kuasi Eksperimen di SD Negeri di Kota Bandung pada Materi Pecahan. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Kemampuan berpikir kritis dan berpikir kreatif merupakan kemampuan yang penting untuk dikuasai di abad ke-21 ini. Kedua kemampuan ini berkaitan dengan aktivitas pemecahan masalah dan membaca dengan pemahaman. Dari beberapa hasil studi, diketahui bahwa kemampuan pemahaman membaca, berpikir kritis, dan berpikir kreatif matematis siswa masih perlu dikembangkan. Oleh karena itu, kebiasaan membaca dan memecahkan masalah harus sudah ditanamkan sejak siswa duduk di pendidikan formal paling dasar, yaitu sekolah dasar. Penelitian ini dilaksanakan dengan tujuan untuk menelaah pengaruh penerapan pembelajaran pemecahan masalah SQRQCQ (Survey, Question, Read, Question, Compute, Question) model integratif dengan literatur anak terhadap pencapaian kemampuan pemahaman membaca, berpikir kritis, dan berpikir kreatif matematis siswa SD. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain postest control group dan melibatkan 105 siswa kelas V dari tiga SD Negeri di Kota Bandung yang memiliki akreditasi A. Sebelumnya dilakukan tes PAM (pengetahuan awal matematika) untuk melihat kesetaraan kemampuan siswa pada setiap kelas dan mengelompokkan siswa menjadi kelompok tinggi, sedang, dan rendah. Instrumen penelitian yang digunakan terdiri dari tes kemampuan pemahaman membaca, tes kemampuan berpikir kritis, dan tes kemampuan berpikir kreatif matematis, lembar pengamatan kegiatan menyimak literatur anak, lembar pengamatan kegiatan membaca wacana matematis, lembar pengamatan kegiatan proses SQRQCQ, dan lembar wawancara. Data dianalisis dengan ANOVA dua jalur dan uji korelasi Spearman. Hasil penelitian menunjukkan bahwa setelah dibandingkan dengan pembelajaran empat proses pemecahan masalah Polya dan pembelajaran langsung dengan learning from presentation, pembelajaran pemecahan masalah SQRQCQ model integratif dengan literatur anak memberikan pengaruh lebih tinggi terhadap pencapaian kemampuan pemahaman membaca dan berpikir kreatif matematis. Namun, pada aspek kemampuan berpikir kritis matematis, pembelajaran pemecahan masalah SQRQCQ model integratif dengan literatur anak dan pembelajaran empat proses pemecahan masalah Polya memberikan pengaruh yang sama, dan lebih tinggi jika dibandingkan dengan pembelajaran langsung dengan learning from presentation. Siswa dengan PAM tinggi memperoleh pencapaian kemampuan matematis yang lebih tinggi daripada siswa dengan PAM sedang dan rendah. Tidak terdapat pengaruh interaksi antara model pembelajaran dan PAM terhadap pencapaian kemampuan pemahaman membaca dan berpikir kritis matematis, sedangkan pada kemampuan berpikir kreatif terdapat interaksi. Terdapat hubungan positif dan kuat, baik antara kemampuan pemahaman membaca dan berpikir kritis, pemahaman membaca dan berpikir kreatif, maupun berpikir kritis dan berpikir kreatif matematis. Kata Kunci: pemahaman membaca matematis, berpikir kritis matematis, berpikir kreatif matematis, pembelajaran pemecahan masalah, SQRQCQ, model integratif, literatur anak Critical and creative thinking skills are important skills to be mastered in the 21st century. Both of these skills are related to problem solving and reading comprehension activities. Based on some studies, reveals that reading comprehension, critical thinking, and creative thinking skills still need to be developed. Therefore, the habit of reading and problem solving should already be embedded since the students entered the most basic formal education, namely primary school. This research was conducted with the aim to examine the effect of the application of problem solving integrative model with SQRQCQ strategy and children's literature on reading comprehension, critical thinking, and creative thinking skills in mathematics. The method used is quasi-experimental with posttest control group design and involved 105 fifth grade students of three primary school in Bandung, which has accreditation A. Previously, prior mathematical knowledge test was conducted to see the equality of students’ ability in each class and to group students into high, mediocre, and low group. The research instrument used consisted of reading comprehension skills test, critical thinking skills test, creative thinking skills test, observation sheet of children's literature and listening activities, observation sheet of mathematical texts reading, observation sheet of SQRQCQ process activities, and questionnaires. The data were analyzed with two-way ANOVA and Spearman correlation test. The results show that when compared to four-process learning of Polya’s problem solving and direct instruction model with learning from presentation, problem solving integrative model with SQRQCQ strategy and children's literature give a higher effect on student’s mathematical reading comprehension and creative thinking skills achievement. However, the aspects of mathematical critical thinking skill, problem-solving integrative model with SQRQCQ strategy and children's literature and four-process learning Polya’s problem solving has the same effect, and higher than the direct instruction model with learning from presentation. The students with high prior mathematical knowledge have higher achievements of mathematical skills than those with mediocre and low prior mathematical knowledge. There is no interaction effect between learning models and prior mathematical knowledge on the student’s achievement in mathematical reading comprehension and critical thinking skills. On the other hand, there is interaction effect between learning models and prior mathematical knowledge on the student’s achievement of mathematical creative thinking skill. There is positive and strong correlations, both between the student mathematical reading comprehension and critical thinking, reading comprehension and creative thinking, as well as critical thinking and creative thinking skills. Keywords: mathematical reading comprehension, mathematical critical thinking, mathematical creative thinking, problem solving integrative model, SQRQCQ srategy, children's literature
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No. Panggil: D_MTK_MUL_k-2017; Tim Pembimbing: I. Wahyudin, II. Tatang Herman, III. Tatang Mulyana |
| Uncontrolled Keywords: | Pemahaman membaca matematis, berpikir kritis matematis, berpikir kreatif matematis, pembelajaran pemecahan masalah, SQRQCQ, model integratif, literatur anak |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Mr. Cahya Mulyana |
| Date Deposited: | 22 Feb 2018 02:53 |
| Last Modified: | 22 Feb 2018 02:53 |
| URI: | http://repository.upi.edu/id/eprint/29566 |
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