Mahmudi, Ali (2010) PENGARUH PEMBELAJARAN DENGAN STRATEGI MHM BERBASIS MASALAH TERHADAP KEMAMPUAN BERPIKIR KREATIF, KEMAMPUAN PEMECAHAN MASALAH, DAN DISPOSISI MATEMATIS, SERTA PERSEPSI TERHADAP KREATIVITAS. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
enelitian ini mengkaji pengaruh pembelajaran dengan strategi Mathematical Habits of Mind berbasis masalah (MHMBM) terhadap kemampuan berpikir kreatif matematis (KBKM), kemampuan pemecahan masalah matematis (KPMM), dan disposisi matematis, serta persepsi terhadap kreativitas. Penelitian kuasi-eksperimen dengan desain perbandingan kelompok statis ini melibatkan 126 siswa dari sekolah kategori atas dan sedang. Instrumen-instrumen penelitian ini adalah tes Kemampuan Awal Matematis (KAM), tes KBKM, tes KPMM, skala disposisi matematis, dan skala persepsi terhadap kreativitas. Penelitian dilaksanakan pada Juli sampai dengan November 2009. Data dianalisis dengan ANAVA dua jalur dan uji Chi-Kuadrat. Hasil penelitian ini menunjukkan bahwa siswa yang mengikuti pembelajaran dengan strategi MHMBM memiliki KBKM yang lebih baik daripada siswa yang mengikuti pembelajaran secara konvensional. Pada sekolah kategori sedang, siswa yang mengikuti pembelajaran dengan strategi MHMBM memiliki KPMM yang lebih baik daripada siswa yang mengikuti pembelajaran secara konvensional. Sementara pada sekolah kategori atas maupun secara keseluruhan, tidak terdapat perbedaan KPMM siswa antarkategori pembelajaran. Pada sekolah kategori sedang dan secara keseluruhan, siswa yang mengikuti pembelajaran dengan strategi MHMBM memiliki disposisi matematis dan persepsi terhadap kreativitas yang lebih baik daripada siswa yang mengikuti pembelajaran secara konvensional. Sementara pada sekolah kategori atas, tidak terdapat perbedaan disposisi matematis maupun persepsi terhadap kreativitas dari siswa antarkategori pembelajaran. Pada sekolah kategori atas, faktor pembelajaran berinteraksi dengan faktor KAM terhadap persepsi terhadap kreativitas. Sementara pada sekolah kategori sedang tidak terdapat interaksi demikian. Tidak terdapat interaksi antara faktor pembelajaran dengan faktor KAM terhadap KBKM, KPMM, maupun disposisi matematis. Di sisi lain, terdapat interaksi antara faktor pembelajaran dengan faktor kategori sekolah terhadap disposisi matematis maupun persepsi terhadap kreativitas. Sebaliknya, tidak terdapat interaksi demikian terhadap KBKM maupun KPMM. Terdapat asosiasi antara persepsi terhadap kreativitas dengan KBKM maupun disposisi matematis. Sebaliknya, tidak terdapat asosiasi antara KBKM dengan KPMM maupun disposisi matematis. Juga, tidak terdapat asosiasi antara KPMM dengan disposisi matematis. Kata Kunci: Strategi MHM berbasis masalah, kemampuan berpikir kreatif matematis, kemampuan pemecahan masalah matematis, disposisi matematis, persepsi terhadap kreativitas, interaksi, asosiasi ABSTRACT Ali Mahmudi. (2010). The Effect of Problem-Based MHM Instructional Strategy on Mathematical Creative Thinking Ability, Mathematical Problem Solving Ability, Mathematical Disposition, and Perception of Creativity This study examines the effect of problem-based Mathematical Habits of Mind (MHM) instructional strategy on mathematical creative thinking ability (MCTA), mathematical problem solving ability (MPSA), mathematical disposition, and perception of creativity. This quasi-experimental study with a static group comparison design involves 126 eight-grade students from school of high and middle-category. Instruments of the study are test of Mathematical Prior Ability (MPA), test of MCTA, test of MPSA, scale of mathematical disposition, and scale of perception of creativity. The study was conducted from July to November 2009. The data are analized by using two-path ANOVA and Chi-Square test. The study finds that students’ MCTA who follow instruction with problem-based MHM strategy is better than that of students who follow the conventional instruction. In the school of middle-category, students’ MPSA who follow instruction with problem-based MHM strategy is better than that of students who follow the conventional instruction, while in the school of high-category as well as overall, there is no difference in students’ MPSA among instructional categories. In the school of middle-category as well as overall, students’ mathematical disposition and perception of creativity who follow instruction with problem-based MHM strategy are better than that of students who follow the conventional instruction, while in the school of high-category, there is no difference in the students’ mathematical disposition as well as perception of creativity among instructional categories. In the school of high-category, there is interaction between instructional factors and MPA factors on perception of creativity, while in the school of middle-category, there is no such interaction. There is no interaction between instructional factors and MPA factors on MCTA, MPSA, as well as mathematical disposition. There is an interaction between instructional factors and school-categories factors on mathematical disposition and perception of creativity. There is no such interaction on MCTA and MPSA. There is association between perception of creativity and MCTA as well as mathematical disposition. In the other hand, there is no association between MCTA and MPSA as well as mathematical dispositions. Also, there is no association between MPSA and mathematical dispositions. Key words: Problem-based MHM instructional strategy, mathematical creative thinking ability, mathematical problem solving ability, mathematical disposition, perception on creativity, interaction, association
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No Panggil D MAT MAH p-2010 |
| Uncontrolled Keywords: | Pembelajaran dengan Strategi MHM |
| Subjects: | L Education > LC Special aspects of education |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Staf Koordinator 3 |
| Date Deposited: | 19 Jun 2014 03:46 |
| Last Modified: | 19 Jun 2014 03:46 |
| URI: | http://repository.upi.edu/id/eprint/7965 |
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