PERBEDAAN KEMAMPUAN PENALARAN DAN SIKAP ANTARA SISWA YANG DIBERI MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN MODEL DISCOVERY LEARNING DI SMK SWASTA LAKSAMAN MARTADINATA MEDAN

Lilis, (2016) PERBEDAAN KEMAMPUAN PENALARAN DAN SIKAP ANTARA SISWA YANG DIBERI MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN MODEL DISCOVERY LEARNING DI SMK SWASTA LAKSAMAN MARTADINATA MEDAN. Masters thesis, UNIMED.

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Abstract

Tujuan dari penelitian ini untuk menelaah: (1) Perbedaan kemampuan penalaran matematik siswa yang memperoleh pembelajaran berbasis masalah, lebih baik daripada siswa yang memperoleh discovery learning, (2) Perbedaan sikap belajar siswa yang memperoleh pembelajaran berbasis masalah lebih baik daripada siswa yang memperoleh discovery learning, (3) Kadar aktivitas aktif siswa selama proses pembelajaran berbasis masalah, (4) Pola ragam jawaban siswa dalam menyelesaikan masalah pada pembelajaran berbasis masalah dan discovery learning. Penelitian ini merupakan penelitian semi eksperimen. Populasi penelitian ini adalah siswa kelas XI SMK Laksamana Martadinata. Secara acak, dipilih satu sekolah sebagai subyek penelitian, yaitu XI SMK Laksamana Martadinata sebanayak dua kelas dari empat kelas. Kelas eksperimen 1 diberi perlakuan pembelajaran berbasis masalah dan kelas eksperimen 2 diberi perlakuan discovery learning. Instrumen yang digunakan terdiri dari: tes kemampuan penalaran matematik, angket sikap belajar siswa dan lembar observasi. Instrumen tersebut dinyatakan telah memenuhi syarat validitas isi, serta koefisien reliabilitas sebesar 0,740 dan 0,879 berturut-turut untuk kemampuan penalaran matematika dan angket sikap belajar siswa. Analisis data kemampuan penalaran matematik dilakukan dengan analisis kovarians (ANAKOVA), Angket sikap belajar siswa dengan uji Mann-Whitney. Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan hasil kemampuan penalaran matematik antara siswa yang diberi pembelajaran berbasis masalah dengan siswa yang diberi discovery learning. Hal ini terlihat dari hasil anakova untuk Fhitung =4,11 lebih besar Ftabel 3,96 (2) Terdapat Perbedaan sikap belajar siswa yang diberi pembelajaran berbasis masalah dengan siswa yang diberi discovery learning. Hal ini terlihat dari nilai Asymp Sig. (3) Kadar Aktivitas aktif siswa telah memenuhi waktu persentase ideal yang ditetapkan (4) Proses Penyelesaian jawaban siswa yang dikenakan pembelajaran berbasis masalah lebih baik dibandingkan dengan discovery learning. Berdasarkan hasil penelitian, maka peneliti menyarankan: (1) Pembelajaran berbasis masalah pada pembelajaran matematika untuk meningkatkan kemampuan penalaran matematik dan sikap belajar siswa siswa, dapat dijadikan sebagai salah satu alternatif untuk menerapkan pembelajaran matematika yang inovatif. (2) Aktivitas siswa dalam pembelajaran berbasis masalah adalah efektif. (3) Guru matematika diharapkan dapat menciptakan suasana pembelajaran yang menyenangkan, memberi kesempatan pada siswa untuk mengungkapkan gagasannya dalam bahasa dan cara mereka sendiri.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorAsmin, 195708041985031002
Thesis advisorSurya, Edy196710191992031003
Call Number: 510.071 9 Lil p
Keywords: Pembelajaran berbasis masalah; Discovery learning; Kemampuan penalaran dan sikap; Model pembelajaran
Subjects: 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
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1775 Professional aspects of teaching and school administrators. Vocational guidance
Q Science > QA Mathematics
Divisions: Program Pasca Sarjana > Pendidikan Matematika
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 27 Sep 2016 04:25
URI: http://digilib.unimed.ac.id/id/eprint/20073

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