Pratiwi, Indah Riezky (2014) PENERAPAN STRATEGI PEMBELAJARAN METAKOGNITIF UNTUK MENINGKATKAN KEMAMPUAN HEURISTIK DALAM PENALARAN MATEMATIS DAN SELF-EFFICACY MATEMATIS SISWA SMP : Studi Kuasi Eksperimen di SMPNegeri Bandung. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan penelitian ini adalah untuk melihatpencapaian, peningkatan, dan interaksi antara pembelajaran dan KAM terhadap kemampuan heuristik dalam penalaran matematis dan self efficacy matematis siswa setelah belajar dengan strategi pembelajaran metakognitif. Penelitianini merupakan penelitian kuasieksperimen yang berbentukNon-EquivalentControl Group Design.PopulasidalampenelitianiniadalahsiswaSMP di Kota Bandung, sedangkansampelnyaadalahsiswa kelas eksperimen dengan jumlah 34 siswa dan siswa kontrol dengan jumlah 32 siswa. DuakelasdipilihsecaraPurposive Samplingdariseluruhkelas VIII untukdijadikankelaskontroldankelaseksperimen.Instrumen yang digunakanterdiridarites kemampuan awal matematis, tes kemampuan heuristik dalam penalaran matematis, skala self efficacy matematis, serta lembar observasi guru dan siswa. Hasil penelitian menunjukkan bahwa terdapat perbedaaan kemampuanheuristik dalam penalaran matematis dan self efficacy matematis siswa yang memperolehpembelajarandengan strategi metakognitif dan siswa yang memperoleh pembelajaran konvensional baik secara keseluruhan maupun jika ditinjau antara masing-masing kriteria KAM (tinggi, sedang, rendah), peningkatankemampuanheuristik dalam penalaran matematis siswayang memperolehpembelajarandengan strategi metakognitif lebih baik daripada siswa yang memperoleh pembelajaran konvensional baik secara keseluruhan maupun jika ditinjau antara masing-masing kriterika KAM (tinggi, sedang, dan rendah), tidak terdapat interaksi antara pembelajaran dan kemampuan awal matematis terhadap peningkatan kemampuan heuristik dalam penalaran matematis, peningkatanself efficacy matematis siswayang memperolehpembelajarandengan strategi metakognitif lebih baik daripada siswa yang memperoleh pembelajaran konvensional baik secara keseluruhan maupun jika ditinjau antara masing-masing kriterika KAM (tinggi dan sedang), namun untuk peningkatanself efficacy matematis siswayang memperolehpembelajarandengan strategi metakognitif dengan kategori KAM rendah tidak lebih baik siswa yang memperoleh pembelajaran konvensional dengan kategori KAM rendah, serta terdapat interaksi antara pembelajaran dan kemampuan awal matematis terhadap peningkatan self efficacy matematis. The purpose of this research is to observe the attainment, improvement, and interaction between learning and KAM toward heuristic in mathematical reasoning ability and mathematics self efficacy after learning using metacognitive learning strategy. This research used the Non-Equivalent Control Group Design with the population are all Junior High School students in Bandung, while the samples of this study are 34 students in the experimental class and 32 students in control class. Those classes were chosen by purposive sampling of all eight grade classes that made as a control and an experimental class. The instruments are the initial mathematical ability test, heuristic in mathematical reasoning ability test, the scale of Mathematics self efficacy, and the sheets of teacher and students observation. The result of this research show that there is the difference in heuristic of mathematical reasoning ability and mathematics self efficacy of both students who learned using metacognitive strategy and using conventional strategy of overall or just observed from each KAM criteria (high, middle, low). The improvement in heuristic of mathematical reasoning ability of students who learned using metacognitive strategy is better than students who learned using conventional strategy of overall or just observed from each KAM criteria (high, middle, low). There is no interaction between learning and initial mathematical ability towards the improvement of heuristic in mathematical reasoning ability, the improvement of mathematics self efficacy of both students who learned using metacognitive strategy and using conventional strategy of overall or just observed from each KAM criteria (high and middle). However, the improvement of Mathematics self efficacy of students who learned using metacognitive strategy with low grade of KAM category is equal with students who learned using conventional strategy with low grade KAM category, and there is interaction between learning and initial mathematical ability towards improving mathematics self efficacy.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil : T MTK PRA p-2014 ; Pembimbing : I. Dadan Dasari, II. Jarnawi Afgani Dahlan. |
| Uncontrolled Keywords: | strategi pembelajaran metakognitif, kemampaun heuristik dalam penalaran matematis, self efficacy matematis |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-2 |
| Depositing User: | Staf Koordinator 3 |
| Date Deposited: | 13 Aug 2015 03:23 |
| Last Modified: | 13 Aug 2015 03:23 |
| URI: | http://repository.upi.edu/id/eprint/16227 |
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