PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIK DAN MOTIVASI BELAJAR SISWA DENGAN PEMBELAJARAN BERBASIS MASALAH DAN PEMBELAJARAN LANGSUNG

Pulungan, Ali Canra (2016) PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIK DAN MOTIVASI BELAJAR SISWA DENGAN PEMBELAJARAN BERBASIS MASALAH DAN PEMBELAJARAN LANGSUNG. Masters thesis, UNIMED.

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Abstract

Tujuan dari penelitian ini untuk mengetahui; (1) apakah terdapat perbedaan kemampuan komunikasi matematik siswa yang menggunakan pembelajaran berbasis masalah dan pembelajaran langsung, (2) apakah terdapat perbedaan motivasi belajar siswa yang menggunakan pembelajaran berbasis masalah dan pembelajaran langsung, (3) apakah terdapat interaksi antara pembelajaran dengan kemampuan awal siswa terhadap kemampuan komunikasi matematik siswa, (4) apakah terdapat interaksi antara pembelajaran dengan kemampuan awal siswa terhadap motivasi belajar siswa. Jenis penelitian quasi eksperimen. Populasi penelitian ini adalah siswa kelas VII SMP di Sibuhuan. Secara acak, dipilih satu sekolah sebagai subyek penelitian, yaitu SMP Negeri 1 Barumun, sebanyak 2 kelas dari 7 kelas. Kelas VII-1 (eksperimen 1) diberi perlakuan pembelajaran berbasis masalah dan Kelas VII-2 (eksperimen 2) diberi perlakuan pembelajaran langsung. Instrumen yang digunakan terdiri dari: Tes kemampuan awal matematika siswa, tes kemampuan Komunikasi matematik dan angket motivasi belajar siswa. Data dianalisis dengan ANAVA dua jalur, dalam penelitian ini data berasal dari sampel yang berdistribusi normal dan varians yang homogen dengan taraf signifikan 5%. Berdasarkan hasil analisis tersebut dapat disimpulkan bahwa; (1) terdapat perbedaan kemampuan komunikasi matematik siswa yang menggunakan pembelajaran berbasis masalah (PBM) dan pembelajaran langsung (PL). Hal ini terlihat dari rata-rata PBM 45,667 lebih besar dari PL 38,467. (2) terdapat perbedaan motivasi belajar siswa yang menggunakan pembelajaran berbasis masalah (PBM) dan pembelajaran langsung(PL). Hal ini terlihat dari rata-rata PBM 107,333 lebih besar dari PL 96,733. (3) Terdapat interaksi antara model pembelajaran dan kemampuan awal matematika siswa terhadap kemampuan komunikasi matematik siswa. Hal ini terlihat dari hasil uji ANAVA dimana Fhitung 3,347 lebih besar dari Ftabel 3,168. (4) Terdapat interaksi antara model pembelajaran dan kemampuan awal matematika siswa terhadap motivasi belajar siswa. Hal ini terlihat dari hasil uji ANAVA dimana Fhitung 3,354 lebih besar dari Ftabel 3,168.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorMukhtar, 195908071983031033
Thesis advisorSurya, Edy196710191992031003
Call Number: 510.071 Pul p
Keywords: Hakekat motivasi; Pembelajaran berbasis masalah; Komunikasi; Motivasi belajar
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF501 Motivation
L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics
Divisions: Program Pasca Sarjana > Pendidikan Matematika
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 07 Sep 2016 02:15
URI: http://digilib.unimed.ac.id/id/eprint/18557

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