ANALISIS PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA SMP ANTARA SISWA YANG BELAJAR DENGAN PEMBELAJARAN MATEMATIKA REALISTIK DAN PEMBELAJARAN BIASA

Ardiana, Rilda (2013) ANALISIS PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA SMP ANTARA SISWA YANG BELAJAR DENGAN PEMBELAJARAN MATEMATIKA REALISTIK DAN PEMBELAJARAN BIASA. Masters thesis, UNIMED.

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Abstract

Tujuan penelitian ini adalah: (1) menelaah perbedaan kemampuan pemahaman konsep antara siswa yang mengikuti pembelajaran matematika realistik dengan siswa yang mengikuti pembelajaran biasa, (2) menelaah perbedaan kemampuan pemecahan masalah matematik antara siswa yang mengikuti pembelajaran matematika realistik dengan siswa yang mengikuti pembelajaran biasa, (3) menelaah kadar aktivitas aktif siswa selama proses pembelajaran matematika realistik, dan (4) menelaah proses penyelesaian jawaban yang dibuat siswa dalam menyelesaikan masalah pada masing-masing pembelajaran.Penelitian ini merupakan penelitian semi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas VII SMPN 1 Stabat. Sampel yang dipilih adalah kelas VII-2 (kelas eksperimen), kelas yang diberi perlakuan pembelajaran matematika realistik dan siswa kelas VIII-3 (kelas kontrol) yang diberi perlakuan pembelajaran biasa. Instrumen yang digunakan terdiri dari: tes kemampuan pemahaman konsep, tes kemampuan pemecahan masalah dan lembar observasi. Instrumen tersebut dinyatakan telah memenuhi syarat validitas isi, serta koefisien reliabilitas sebesar 0,92 dan 0,84 berturut-turut untuk kemampuan pemahaman konsep dan pemecahan masalah matematik. Analisis data dilakukan dengan anakova. Hasil utama dari penelitian ini adalah secara keseluruhan siswa yang mengikuti pembelajaran matematika realistik secara signifikan lebih baik dalam meningkatkan kemampuan pemahaman konsep dan pemecahan masalah matematik dibandingkan siswa yang mengikuti pembelajaran biasa. Secara deskriptif juga dikaji jawaban dari rumusan masalah yaitu: (1) Aktivitas siswa dalam pembelajaran matematika realistik termasuk dalam kategori baik. (2) bentuk proses penyelesaian masalah siswa yang mengikuti pembelajaran matematika realistik lebih bervariasi dibandingkan dengan siswa yang mengikuti pembelajaran biasa.Berdasarkan hasil penelitian, maka peneliti menyarankan: (1) pembelajaran matematika realistik pada pembelajaran matematika lebih baik untuk meningkatkan kemampuan pemahaman konsep dan pemecahan masalah matematik siswa dapat dijadikan sebagai salah satu alternatif untuk menerapkan pembelajaran matematika yang inovatif. (2) Aktivitas siswa dalam pembelajaran matematika realistik adalah baik. Diharapkan guru matematika 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 advisorSaragih, Sahat196102051988031003
Thesis advisorSinaga, Bornok196509101991021001
Call Number: 510.071 2 Ard p
Keywords: Matematika realistik; Pemahaman konsep; Pemecahan masalah; Pembelajaran matematika; Pembelajaran biasa
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
Q Science > QA Mathematics
Depositing User: Mr Renaldi Syafaruddin Akbar
Date Deposited: 09 Apr 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/4381

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