PERBEDAAN KEMAMPUAN KOMUNIKASI DAN PENALARAN MATEMATIK PADA PEMBELAJARAN BERBASIS MASALAH DAN PEMBELAJARAN LANGSUNG

Banurea, Juni Susanti (2016) PERBEDAAN KEMAMPUAN KOMUNIKASI DAN PENALARAN MATEMATIK PADA PEMBELAJARAN BERBASIS MASALAH DAN PEMBELAJARAN LANGSUNG. Masters thesis, UNIMED.

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Abstract

Tujuan dari penelitian ini untuk mengetahui: (1)perbedaan kemampuan komunikasi matematik antara siswa yang diberi pembelajaran berbasis masalah dengan siswa yang diberi pembelajaran langsung. (2) perbedaan kemampuan penalaran matematik antara siswa yang diberi pembelajaran berbasis masalah dengan siswa yang diberi pembelajaran langsung. (3) gambaran proses penyelesaian jawaban yang dibuat siswa dalam menyelesaikan soal-soal komunikasi setelah memperoleh pembelajaran berbasis masalah dibanding dengan pembelajaran langsung. (4) gambaran proses penyelesaian jawaban yang dibuat siswa dalam menyelesaikan soal-soal penalaran setelah memperoleh pembelajaran berbasis masalah dibanding dengan pembelajaran langsung. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah siswa kelas XI SMA Negeri 1 Sunggal. Kemudian secara acak dipilih dua kelas dari empat kelas. Kelas eksperimen 1 (XI MIA 3) diberi pembelajaran berbasis masalah dan kelas eksperimen 2 (XI MIA 4) diberi pembelajaran Langsung. Instrumen yang digunakan terdiri dari: (1) tes kemampuan komunikasi matematik, dan (2) tes kemampuan penalaran matematik. Instrumen tersebut dinyatakan telah memenuhi syarat validitas isi, serta koefisien reliabilitas sebesar 0,831 dan 0,836 berturut-turut untuk kemampuan komunikasi dan penalaran matematik. Analisis data dilakukan dengan analisis kovarian (ANACOVA). Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan kemampuan komunikasi matematik antara siswa yang diberi pembelajaran berbasis masalah dengan siswa yang diberi pembelajaran lansung. Hal ini terlihat dari hasil ANACOVA untuk Fhitung = 0,130 lebih kecil dari Ftabel = 3,996. Konstanta persamaan regresi untuk pembelajaran berbasis masalah yaitu = 17,525 lebih besar dari pembelajaran langsung yaitu 16,547. (2) Terdapat perbedaan kemampuan penalaran matematik antara siswa yang diberi pembelajaran berbasis masalah dengan siswa yang diberi pembelajaran langsung. Hal ini terlihat dari hasil ANACOVA untuk Fhitung = 0,136 lebih kecil dari Ftabel = 3,996. Koefesien persamaan regresi untuk pembelajaran berbasis masalah yaitu lebih besar dari 8,826 pembelajaran langsung yaitu 6,102. (3) Proses penyelesaian jawaban yang dibuat siswa dalam menyelesaikan soal-soal komunikasi yang diberi pembelajaran berbasis masalah lebih baik daripada pembelajaran langsung,dan (4) Proses penyelesaian jawaban yang dibuat siswa dalam menyelesaikan soal-soal penalaran yang diberi pembelajaran berbasis masalah lebih baik daripada pembelajaran langsung.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSyahputra, Edi195701211989031001
Thesis advisorRajagukguk, W.196110051986011001
Call Number: 510.071 2 Ban p
Keywords: Pembelajaran berbasis masalah; Pembelajaran langsung; Kemampuan komunikasi dan penalaran matematik
Subjects: H Social Sciences > HE Transportation and Communications
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 02:50
URI: http://digilib.unimed.ac.id/id/eprint/19362

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