Zahara, - (2012) PENGARUH STRATEGI PEMBELAJARAN DAN SIKAP MATEMATIKA SISWA TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP NEGERI 2 KISARAN. Masters thesis, UNIMED.
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Abstract
Penelitian ini bertujuan untuk mengetahui apakah hasil belajar matematika siswa yang dibelajarkan dengan strategi pembelajaran matematika realistik lebih tinggi dari hasil belajar matematika siswa yang dibelajarkan dengan strategi pembelajaran langsung, dan mengetahui apakah hasil belajar matematika siswa dengan sikap matematika tinggi lebih tinggi dari hasil belajar matematika siswa dengan sikap matematika rendah, serta untuk mengetahui apakah terdapat interaksi antara strategi pembelajaran dan sikap terhadap matematika dalam mempengaruhi hasil belajar matematika. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 2 Kisaran, dan sampel diambil dari dua kelas secara kluster random sampling. Penelitian dilakukan pada semester II tahun pelajaran 2011/2012. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain faktorial 2 x 2 , teknik analisis data menggunakan analisis varians dua jalur (Anava). Sikap siswa diukur dengan menggunakan angket yang dikembangkan dari Peter Lauster dan W. Heartsill . Tes hasil belajar matematika menggunakan tes berbentuk pilihan ganda sebanyak 40 butir soal dan memiliki reliabilitas 0,906 menggunakan rumus KR-20. Hasil pengujian hipotesis menunjukkan bahwa siswa yang dibelajarkan dengan strategi pembelajaran matematika realistik (PMR) lebih tinggi daripada siswa yang dibelajarkan dengan strategi pembelajaran langsung. Hal ini ditunjukkan oleh Fhitung = 5,29 > Ftabel = 3,94 pada taraf signifikan α = 0,05 . Siswa yang memiliki sikap matematika tinggi memiliki hasil belajar matematika yang lebih tinggi daripada siswa yang memiliki sikap matematika rendah. Hal ini ditunjukkan oleh Fhitung = 51,70 > Ftabel = 3,94 pada taraf signifikan α = 0,05 dan terdapat interaksi antara strategi pembelajaran dan sikap matematika terhadap hasil belajar matematika . Hal ini ditunjukkan oleh Fhitung = 8,83 > Ftabel = 3,94 pada taraf signifikan α = 0,05. Uji lanjut menggunakan uji Tukey yang membuktikan bahwa siswa yang dibelajarkan dengan strategi pembelajaran matematika realistik memperoleh hasil belajar lebih tinggi dibandingkan dengan siswa yang dibelajarkan dengan strategi pembelajaran langsung. Berdasarkan penemuan ini, beberapa kesimpulan, implikasi dan saran disampaikan untuk perbaikan strategi pembelajaran matematika.
Item Type: | Thesis (Masters) | |||||||||
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Call Number: | 373.23 Zah p | |||||||||
Keywords: | Belajar; Strategi pembelajaran; Matematika realistik; Pembelajaran langsung | |||||||||
Subjects: | Q Science > QA Mathematics | |||||||||
Divisions: | Program Pasca Sarjana > Teknologi Pendidikan | |||||||||
Depositing User: | astina hartono lubis | |||||||||
Date Deposited: | 09 Apr 2016 08:13 | |||||||||
URI: | http://digilib.unimed.ac.id/id/eprint/3543 |
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