Kurniawan, Rudi (2011) Peningkatan Kemampuan Pemahaman dan Pemecahan Masalah Matematis melalui Pembelajaran dengan Pendekatan Kontekstual pada Siswa Sekolah Menengah Kejuruan No Panggil D MAT KUR p-2010. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Kemampuan pemahaman matematis (KPM), pemecahan masalah matematis (KPMM) dan disposisi matematis (KDM) siswa dipengaruhi oleh beberapa faktor, diantaranya adalah pendekatan pembelajaran. Namun, pada umumnya pendekatan pembelajaran yang digunakan masih secara konvensional, sehingga KPM, KPMM dan KDM siswa masih tergolong rendah. Salah satu pendekatan pembelajaran yang berpeluang untuk meningkatkan KPM, KPMM dan KDM adalah pendekatan kontekstual. Oleh karena itu tujuan penelitian kuasi eksperimen ini untuk mengkaji perbedaan peningkatan dan pencapaian KPM, KPMM, KDM antara siswa yang memperoleh kolaborasi pembelajaran dengan pendekatan kontekstual dan Jigsaw II (CTLJ), pembelajaran dengan pendekatan kontekstual (CTL) dan pembelajaran konvensional (PK). Selain itu, penelitian ini juga berupaya mengungkap hubungan antara KPM, KPMM dan KDM dengan variabel kontrol pengetahuan awal matematis (PAM). Populasi penelitian ini adalah siswa-siswa SMK kelompok teknologi se-Kabupaten Majalengka. Secara purposif dipilih dua sekolah sebagai subjek penelitian, yaitu satu sekolah level atas (SA) dan satu sekolah level tengah (ST). Kemudian dari setiap sekolah dipilih tiga kelas secara acak dari delapan kelas X paralel yang ada. Kelas eksperimen-1 mendapatkan CTLJ, kelas eksperimen-2 mendapatkan CTL, dan kelas kontrol mendapatkan PK. Instrumen yang digunakan dalam penelitian ini terdiri dari: tes PAM, tes KPM, tes KPMM dan skala psikologik KDM model skala Likert, serta instrumen penilaian proses pembelajaran berupa jurnal, lembar observasi dan lembar wawancara. Analisis data kuantitatif hasil penelitian diuji dengan menggunakan Anova dua jalur, Post Hoc Scheffe atau Tamhane, serta Korelasi Parsial Pearson. Berdasarkan hasil penelitian secara keseluruhan dapat disimpulkan bahwa: (1) Terdapat perbedaan peningkatan dan pencapaian KPM, KPMM dan KDM siswa ditinjau dari pembelajaran, level sekolah dan PAM; (2) Terdapat interaksi pembelajaran dengan PAM terhadap pencapaian KPMM; (3) Terdapat interaksi pembelajaran dengan level sekolah terhadap peningkatan KPM dan pencapaian KPMM; (4) Terdapat hubungan posistif antara KPM, KPMM dan KDM. Selain itu berdasarkan data kualitatif hasil observasi, jurnal, wawancara dan analisis KDM siswa yang memperoleh CTLJ dan CTL menunjukkan bahwa pada umumnya kinerja dan aktivitas belajar meningkat, serta siswa memiliki respon KDM yang berkategori tinggi. Kata Kunci: Kemampuan pemahaman matematis, kemampuan pemecahan masalah matematis, kemampuan disposisi matematis, pendekatan kontekstual, Jigsaw II. ABSTRACT Rudy Kurniawan (2010). The Use of Contextual Teaching and Learning to Enhance Mathematical Understanding and Mathematical Problem Solving of Vocational High School Students. The mathematical understanding skills (MUS), mathematical problem solving skills (MPSS) and mathematical dispositions skills (MDS) are influenced by some factors, such as teaching and learning approach. However, in fact MUS, MPPS and MDS of students are still low now. This case is guessed because of the conventional teaching and learning (CVTL). One of the teaching and learning approaches which has an opportunity to enhance MUS, MPPS and MDS of students is contextual teaching and learning (CTL). In order the goals of this quasi experiment’s research can reveal the differences of gain and achievement skills MUS, MPPS and MDS of students who get collaborations CTL and Jigsaw II methods (CTLJ), CTL and CVTL. A part from that, this research also reveals the association between MUS, MPPS, MDS and students’ prior knowledge of mathematics (PKM). This population of research is Vocational Technology High School Students in Majalengka (VTHS). VTHS sample is purposively selected from two school levels in Majalengka which are middle one and high one. Three classes are randomly selected from each school level (there are two experiment classes and one control class). The students in experiment-1 class are treated under CTLJ approach, the students in experiment-2 class are treated under CTL approach and the students in control class are treated under CVTL. Some instruments used include MUS, MPPS and MDS, observation, journal and interview sheets. Quantitative data is analyzed by using two-way Anova technique, Scheffe Post Hoc test or Tamhane test, and partial correlation with Pearson correlations. Based on the result of data analysis, it can be concluded that: (1) There are differences in increasing and achievement skill of the students MUS, MPPS and MDS; (2) There is correlation between learning approach and students’ prior knowledge in achievement MPPS; (3) There is correlation between learning approach and school level of mathematics in increasing the students’ MPPS and achievement skill of the student MUS; (4) There is positive association between students’ achievement skills of MUS, MPPS and MDS. A part from that, the qualitative result of both observations; journal and interview and MDS data analysis shows that CTLJ and CTL approach can enhance students’ learning activity, and the category of MDS achievement skills is high. Keywords: mathematical problem solving skills, mathematical understanding skills, mathematical dispositions skills, contextual teaching and learning, Jigsaw II methods.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No Panggil D MAT KUR p-2010 |
| Uncontrolled Keywords: | Kemampuan pemahaman matematis, kemampuan pemecahan masalah matematis, kemampuan disposisi matematis, pendekatan kontekstual, Jigsaw II. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Staf Koordinator 3 |
| Date Deposited: | 18 Jun 2014 13:32 |
| Last Modified: | 18 Jun 2014 13:32 |
| URI: | http://repository.upi.edu/id/eprint/7876 |
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