ANALISIS KEMAMPUAN PENALARAN MATEMATIKA SISWA SMP MELALUI PEMBELAJARAN DENGAN PENDEKATAN KONTEKSTUAL

Hasanah, (2011) ANALISIS KEMAMPUAN PENALARAN MATEMATIKA SISWA SMP MELALUI PEMBELAJARAN DENGAN PENDEKATAN KONTEKSTUAL. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengungkapkan perbedaan dan peningkatan kemampuan penalaran matematika siswa berdasarkan faktor pembelajaran dan factor kemampuan awal matematika, mengetahui interaksi antara pendekatan pembelajaran dan kemampuan awal matematika terhadap keriuimpuan penalaran siswa, serta mendeskripsikan pola jawaban siswa dan sikap siswa terhadap matematika dengan pendekatan kontekstual. Populasi dalam penelitian adalah seluruh siswa kelas VIII SMP pada sekolah dengan • kategori B di kecamatan Samadua, selanjutnya seeara aeak dipilih dua kelas dengan ketentuan satu untuk kelas kontekstual dan satu kelas untuk kelas konvensional. lnstrumen yang digunakan terdiri dari tes kemampuan penalaran matematika, angket skala sikap dan lembar observasi kegiatan pembelajaran. Instrumen tersebut dinyatakan telah memenuhi syarat validitas isi dan konstruk. Koefisien reliabilitas sebesar 0,87 untuk tes kemampuan penalaran matematika.Analisis data dilakukan dengan Uji t dan analisis varians dua jalur (ANAVA). Hasil dari penelitian menunjukkan: (1) Peningkatan kemampuan penalaran matematika siswa yang menggunakan pendekatan kontekstual secara signifikan lebih tinggi dibandingkan dengan siswa yang menggunakan pendekatan konvensional berdasarkan faktor pembelajaran dan kemampuan awal matematika siswa (tinggi, sedang, rendah); (2) Kemampuan penalaran matematika siswa yang memperoleh pembelajaran dengan pendekatan kontekstual secara signifikan lebih tinggi dari siswa yang memperoleh pembelajaran dengan pendekatan konvensional; (3) Kemampuan penalaran matematika siswa yang mendapatkan pembelajaran dengan pendekatan kontekstual secara signifikan lebih tinggi dibandingkan dengan pendekatan konvensional berdasarkan kemampuan awal matematika; (4) Tidak terdapat interaksi antara pendekatan pembelajaran dan kemampuan awal matematika terhadap kemampuan penalaran matematika siswa; (5) Pola jawaban tes kemampuan penalaran matematika siswa yang mendapatkan pembelajaran dengan pendekatan kontekstual lebih bervariasi dari siswa yang mendapatkan pembelajaran dengan pendekatan konvensional; ( 6) Sikap siswa cenderung positif terhadap matematika dengan menggunakan pendekatan kontekstual. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa pendekatan kontekstual merupakan pendekatan yang tepat dalam upaya meningkatkan kemampuan penalaran matematika siswa, kepada guru disarankan bahwa pendekatan kontekstual merupakan solusi dan altematif dalam meningkatkan kemampuan penalaran matematika.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSaragih, Sahat196102051988031003
Thesis advisorAsmin, 195708041985031002
Call Number: 510.071 Has a
Keywords: Penalaran matematika; Pembelajaran kontekstual; Pembelajaran konvensional; Sikap positif; Sikap negatif
Subjects: 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: Mr Aris Hadiana
Date Deposited: 09 Apr 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/3424

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