PERBEDAAN PENINGKATAN KEMAMPUAN PENALARAN MATEMATIS ANTARA PEMBELAJARAN DENGAN PENDEKATAN METAKOGNISI BERBANTUAN TEKNIK PROBING DAN PROMPTING DI SMP NEGERI 4 SEI SUKA

Siregar, Nadran Hamdani (2016) PERBEDAAN PENINGKATAN KEMAMPUAN PENALARAN MATEMATIS ANTARA PEMBELAJARAN DENGAN PENDEKATAN METAKOGNISI BERBANTUAN TEKNIK PROBING DAN PROMPTING DI SMP NEGERI 4 SEI SUKA. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan peningkatan kemampuan Penalaran matematis siswa antara yang diajar melalui pendekatan metakognisi berbantuan teknik probing dan prompting; interaksi antara pendekatan pembelajaran dengan kemampuan awal matematika (tinggi, sedang, rendah) siswa terhadap kemampuan Penalaran matematis; proses jawaban soal kemampuan Penalaran matematis siswa pada masing-masing pembelajaran, serta respon siswa terhadap pada masing-masing pembelajaran. Penelitian ini merupakan jenis penelitian quasi eksperiment. Populasi dalam penelitian ini adalah seluruh siswa SMP Negeri 4 Sei Suka pada kelas VII yang terdiri dari 6 kelas parallel dan terpilih secara acak dua kelas. Instrumen penelitian yang digunakan terdiri dari tes kemampuan Penalaran matematis dan angket respon siswa. Instrumen tersebut dinyatakan telah memenuhi syarat validitas isi, serta koefisien reliabilitas sebesar 0,819 untuk tes kemampuan Penalaran matematis. Analisis data yang digunakan adalah ANAVA dua jalur dan analisis deskriptif proses jawaban matematika dan respon siswa. Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan peningkatan kemampuan penalaran matematis siswa antara yang diajar dengan pendekatan metakognisi berbantuan teknik probing dan yang diajar dengan pendekatan teknik prompting; (2) Tidak terdapat interaksi antara pendekatan pembelajaran dan kemampuan awal siswa (tinggi, sedang, dan rendah) terhadap peningkatan kemampuan penalaran matematis siswa; (3) Proses jawaban siswa pada kemampuan penalaran matematis siswa melalui pembelajaran dengan pendekatan metakognisi berbantuan teknik prompting lebih baik dibanding dengan pendekatan metakognisi berbantuan teknik probing; dan (4) respon positif terhadap pembelajaran dengan pendekatan metakognisi berbantuan teknik prompting lebih kuat daripada respon positif terhadap pembelajaran dengan pendekatan metakognisi berbantuan teknik probing.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorFauzi, Muhammad Amin196406291993031001
Thesis advisorSaragih, Sahat196102051988031003
Call Number: 510.071 Sir p
Keywords: Kemampuan penalaran matematis; Pendekatan metakognisi berbantuan teknik probing; Pendekatan metakognisi berbantuan teknik prompting; Kemampuan awal matematika siswa
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
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: 23 Nov 2016 01:55
URI: http://digilib.unimed.ac.id/id/eprint/21632

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