Widya Kusumaningsih, - (2019) PERANAN STRATEGI MULTIPLE REPRESENTASI PADA PEMBELAJARAN REALISTIK MATEMATIK DALAM PENINGKATAN KEMAMPUAN BERPIKIR ALJABAR DAN KEMANDIRIAN BELAJAR SISWA SMP. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini secara umum bertujuan untuk mengkaji peningkatan dan pencapaian kemampuan berpikir aljabar (KBA) serta kemandirian belajar siswa (KBS) yang mengikuti pembelajaran realistik matematik dengan Strategi Multiple Representasi yang selanjutnya disebut pembelajaran RMR dan pembelajaran biasa (PB) berdasarkan pembelajaran, kemampuan awal matematis (KAM), jenis sekolah, dan gender. Metode penelitian yang digunakan adalah eksperimen semu dengan nonequivalent control-group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP/MTs di Kota Kudus yang menerapkan kurikulum 2013 pada tahun ajaran 2015/2016. Sampel dalam penelitian ini adalah siswa pada du akelas di setiap jenis sekolah yang berbeda yang keseluruhannya berjumlah 227 orang siswa. Instrument yang digunakan terdiri dari soal tes kemampuan berpikir aljabar, serta skala kemandirian belajar. Dari penelitian ini diperoleh kesimpulan: (1) Secara keseluruhan peningkatan dan pencapaian KBA siswa yang mengikuti RMR lebih baik daripada siswa yang mengikuti PB, serta peningkatan dan pencapaian KBS yang mengikuti RMR lebih baik daripada siswa yang mengikuti PB; (2) Berdasarkan Kategori KAM, pada KAM tinggi dan KAM sedang peningkatan dan pencapaian KBA siswa yang mengikuti RMR lebih baik daripada siswa yang mengikuti PB, sedangkan pada siswa dengan KAM rendah tidak ada perbedaan antara yang mengikuti RMR maupun PB; (3) Berdasarkan jenis sekolah siswa sekolah khusus pencapaian KBA siswa yang mengikuti pembelajaran RMR lebih baik daripada siswa yang mengikuti PB, sedangkan pada sekolah campuran tidak terdapat perbedaan pencapaian aspek KBA siswa yang mengikuti RMR maupun PB; (4) Berdasarkan gender, siswa laki-laki yang mengikuti RMR lebih unggul pada aspek menggunakan penalaran, sedangkan siswa perempuan lebih unggul dalam memahami pola daripada siswa yang mengikuti PB; (5) Terdapat pengaruh interaksi antara pembelajaran dan KAM terhadap pencapaian dan peningkatan KBA, sedangkan untuk pencapaian dan peningkatan KBS tidak terdapat interaksi antara pembelajaran dengan KAM In general, the purpose of this study is to examine the increase and achievement of algebraic thinking skills (KBA) and student learning independence (KBS) that follow mathematical realistic learning with Multiple Representation Strategies, hereinafter referred to as RMR learning and ordinary learning (PB) based on learning, initial mathematical abilities ( KAM), type of school, and gender. The research method used is a quasi-experimental with nonequivalent control-group design. The population in this study were eighth grade students of SMP / MTs in Kota Kudus who applied the 2013 curriculum in the 2015/2016 school year. The sample in this study were students in two classes in each different type of school with a total of 227 students. The instrument used consisted of questions about the test of algebraic thinking skills, and the scale of learning independence. From this study, conclusions were obtained: (1) Overall improvement and achievement of KBA students who participated in the RMR were better than students who followed the PB, as well as the increase and achievement of KBS who attended the RMR better than students who followed PB; (2) Based on the KAM category, the high KAM and KAM are currently increasing and achieving KBA students who are participating in the RMR are better than students who follow PB, whereas in students with low KAM there is no difference between those who attend RMR and PB; (3) Based on the type of school of special school students achieving KBA students who take RMR learning are better than students who follow PB, whereas in mixed schools there is no difference in achievement of aspects of KBA students participating in RMR or PB; (4) Based on gender, male students participating in RMR are superior to aspects of using reasoning, while female students are superior in understanding patterns than students who follow PB; (5) There is an interaction effect between learning and KAM on the achievement and improvement of KBA, while for the achievement and improvement of KBS there is no interaction between learning and KAM
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | No Panggil : D MTK WID p-2019; NIM :1302807 |
| Uncontrolled Keywords: | Berpikir Aljabar; Kemandirian Belajar; Multiple Representasi; Pembelajaran RME |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Yayu Wulandari |
| Date Deposited: | 17 Apr 2020 10:28 |
| Last Modified: | 17 Apr 2020 10:28 |
| URI: | http://repository.upi.edu/id/eprint/48462 |
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