PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA MELALUI PENGAJARAN PERBAIKANOFPEER BIMBINGAN MENGGUNAKAN PEMETAAN PIKIRAN DAN  KONVENSIONAL PERBAIKAN MENGAJARINSMP NEGERI 1 MEDANBELAJAR TAHUN  2011/2012

Hani, Emil (2012) PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA MELALUI PENGAJARAN PERBAIKANOFPEER BIMBINGAN MENGGUNAKAN PEMETAAN PIKIRAN DAN  KONVENSIONAL PERBAIKAN MENGAJARINSMP NEGERI 1 MEDANBELAJAR TAHUN  2011/2012. Undergraduate thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan kemampuan komunikasi matematika siswa melalui pengajaran remedial dari tutor teman sebaya menggunakan pemetaan pikiran dengan kemampuan komunikasi siswa matematika melalui pengajaran remedial konvensional. Penelitian ini merupakan penelitian eksperimental yang dilakukan di SMP Negeri 1 Medan. Sampel dipilih secara acak di delapan kelas.Penelitian ini dimulai dengan memvalidasi instrumen penelitian oleh validator. Dari hasil uji bersyarat data, semua data dari pre test dan post test adalah normal terdistribusi dan homogen. Data yang dikumpulkan dari percobaan dianalisis dengan menggunakan analisis statistik deskriptif dan analisis inferensial. Analisis deskriptif bertujuan untuk menggambarkan perbedaan kemampuan komunikasi matematika siswa melalui pengajaran remedial konvensional. Analisis inferensial yang digunakan adalah analisis dengan menggunakan t-test.Ada enam pertanyaan untuk pre test dan enam pertanyaan juga untuk post test. Pertanyaan-pertanyaan yang divalidasi oleh validator dari guru dan dosen, dan semua pertanyaan adalah valid. Hasil penelitian menunjukkan bahwa nilai rata-rata tes pret kelas eksperimen adalah 56,00 dan nilai rata-rata pre test kelas kontrol adalah 57.95. Setelah melakukan treathment di setiap kelas itu diperoleh bahwa nilai rata-rata post test kelas pengajaran remedial dari tutor teman sebaya menggunakan pemetaan pikiran adalah 88,60 dan nilai rata-rata post test kelas pengajaran remedial konvensional adalah 82,85. Oleh karena itu dalam pengujian hipotesis yang diperoleh bahwa thitung = 6,58 dan ttabel = 2.056, sehingga thitung> ttabel (6,58> 2.056), akibatnya Ha diterima maka ada perbedaan kemampuan komunikasi matematika siswa melalui pengajaran remedial dari tutor teman sebaya menggunakan pemetaan pikiran dengan siswa kemampuan komunikasi matematika melalui pengajaran remedial konvensional. Kemudian, itu adalah betterif doingresearch pengajaran remedial dari tutor teman sebaya menggunakan pemetaan pikiran dalam waktu yang lama sehingga lebih siswa kesulitan akan dikelola lebih baik.Kata kunci: komunikasi matematika, pengajaran remedial, tutor teman sebaya, dan mind mapping.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorGultom, Parapat196101301985031002
Call Number: 510.071 Han d
Keywords: pendekatan;belajar;tutor
Subjects: Q Science > QA Mathematics
Depositing User: Mr Muhammad Iqbal
Date Deposited: 08 Apr 2016 08:34
URI: http://digilib.unimed.ac.id/id/eprint/9853

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