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UNIMED » Master Theses » Pendidikan Matematika - S2
Posted by doniyuda@gmail.com at 21/05/2012 10:02:18  •  591 Views


PENGARUH PENDEKATAN MATEMATIKA REALISTIK DAN MOTIVASI BELAJAR SISWA TERHADAP KEMAMPUAN PEMODELAN MATEMATIKA SISWA SMP DI LUBUK PAKAN TP. 2008/2009

The effect of approaching realistic mathematics and students learning motivation on capability of student mathematics model of Junior High School Students in Lubuk Pakam Academic Year 2008/2009

Created by :
Nainggolan, Peri ( 071188830023 )



SubjectEDUCATION SECONDARY
MOTIVATION IN EDUCATION
MATHEMATICS-STUDY AND TEACHING
Alt. Subject SEKOLAH MENENGAH PERTAMA
MOTIVASI PENDIDIKAN
STUDI DAN PENGAJARAN MATEMATIKA
KeywordMatematika Realistik
Motivasi Belajar
Siswa

Description:

Tujuan penelitian ini adalah : (1) untuk mengetahui dan mendiskripsikan kemampuan oemixlelan matematika siswa yang dibelajarkan dengan pendekatan matematika realistik dan pendekatan ekspositori, (2) untuk mengetahui kemampuan pemodelan matematika siswa yang memiliki motivasi belajar tinggi dan siswa yang memiliki motivasi belajar rendah, dan (3) untuk mengetahui interaksi antara pendekatan pembelajaran dengan motivasi belajar siswa claim mempengaruhi kemampuan pemodelan matematika siswa. Populasi penelitian ini adalah siswa kelas VIII SMP di Lubuk Pakam TP. 2008/2009. Sampel penelitian berjumlah 102 orang yang tersebar di Kelas VIII.1 dan Kelas VIII.2 SMP negeri 2 Lubuk Pakam; kelas VI11.1 dan VIII.2 SMP HKBP Lubuk Pakam; Kelas VIII.1 dan V111.2 SMP Serdang Murni Lubuk Pakam. Masing-masing kelas VIII.1 untuk setiap sekolah dibelajarkan dengan pendekatan matematika realistik, sedangkan kelas VIII.2 untuk masing-masing sekolah dibelajarkan dengan pendekatan ekspositori. Teknik penarikan sampel dilakukan dengan cluster random sampling. Instrumen penelitian untuk mengukur kemampuan pemodelan matematika siswa digunakan tes berbentuk uraian dengan jumlah soal sebanyak 5 butir dengan koefisien reabilitas 0,675 . Untuk menjaring data motivasi belajar siswa digunakan angket yang berjumlah 30 butir yang diadopsi dari Sembiring. Sebelum teknik analisa ini digunakan terlebih dahulu diuji persyaratan analisisnya yaitu normalitas dan homogenitas data. Uji normalitas diuji dengan uji Liliefors sedangkan uji homogenitas diuji dengan uji Bartlett. Teknik analisis data adalah Anava dua jalur pada taraf signifikan a= 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian diperoleh: (I) siswa yang dibelajarkan dengan pendekatan matematika realistik secara keseluruhan memperoleh kemampuan pemodelan matematika siswa dengan X = 26,1132 lebih tinggi dari siswa yang diajar dengan pendekatan ekspositori dengan X = 23,850; diperoleh F ,Rung = 10,6981 > F taw = 3,938, (2) rata-rata keseluruhan kemampuan pemodelan matematika siswa yang memiliki motivasi belajar tinggi ( X 28,1731) lebih tinggi daripada siswa yang memiliki motivasi rendah (X = 21,640) diperoleh f;,;Ng= 77,8667 > F t,bd = 3,938, dan (3) terdapat interaksi antara pendekatan pembelajaran dan motivasi belajar dalam memberikan pengaruh terhadap kemampuan pemodelan matematika siswa diperoleh F hfiwks = 8,8654 > F ,, = 3,938. Dari hash analisis data disimpulkan bahwa secara umum kemampuan pemodelan matematika siswa yang dibelajarkan dengan pendekatan matematika realistik lebih tinggi daripada siswa yang dibelajarkan dengan pendekatan ekspositori. Apabila dilihat dan karakteristik siswa, kemampuan pemodelan matematika siswa yang memiliki motivasi belajar tinggi lebih tinggi daripada yang memiliki motivasi belajar rendah . Untuk siswa yang memiliki karakteristik motivasi belajar tinggi, rndekatan pembelajaran yang tepat dugunakan adalah pendekatan ekspositori sedangkan siswa dengan karakteristik motivasi belajar rendah pendekatan pembelajaran yang tepat digunakan adalah pendekatan matematika realistik. Implikasi dari penelitian ini ditujukan secara khusus kepada guru matematika yaitu dalam penerapan pendekatan pembelajaran harus diperhatikan karakteristik siswa khususnya karakteristik motivasi belajar.


Alt. Description

The objectives of the study are (I) to find out whether capability of student mathematics model using realistic learning approach and expository approach (2) to find out whether capability of student mathematics model of the student with learning motivation higher than that of the students with learning motivation lowly (3) to find out the interaction between the learning approaches and students learning motivation with capability of student mathematics model. The population of the study was student of Grade VIII Junior High School Students in Lubuk Pakam. The sample of the study was 102 students in class VIII.1 and VIII.2 Junior High School Students Neg. 2 Lubuk Pakam; class VI11.1 and VIII.2 Junior High School Students IIKBP Lubuk Pakam; and class V111.1 and VIII.2 Junior High School Students RK Serdang Mumi Lubuk Pakam; The samples of the study class each VII1.1 for realistic learning approach, but every class VIII.2 expository learning approach is used. These samples were taken by using cluster random sampling method. The instrument in collecting data of capability of student mathematics model was essay test that consisted of 5 item with reability of 0,675. In collecting data of students learning motivation, 30 items test is used adopted from Sembiring to the students. Before data analyzed used at first tested by analysis rules in normality ang homogeneity of data. Normality test was tested using Liliefors test while Homogenity was tested using. Bartlett test. The data was analyzed using two ways ANAVA with a = 0,05 and the using Scheffe. The results of the study were: (1) the mean of the capability of student mathematics model of the students who are taught with general by using realistic mathematic approach was X = 26,1132 higher than with expository approach was X = 23,850 with F = 10,6981 > F tthic = 3,938. (2) the mean of capability of student mathematics model with high learning motivation ( X = 28,1731), higher than those learning motivation lowly ( X = 21,640) with F obsc, = 77,8567 > F thbie = 3,938. (3) there was interaction between learning approaches and learning motivation with capability of student mathematics model with F = 8,8654 > F big = 3,938. Based on the result of the study with it is concluded generally that the capability of student mathematics model by using realistic learning approach higher than expository approach. The student characteristic is capability of student mathematics model with high learning motivation higher than higher than low learning motivation and for high expository learning motivation approach is appropriate. The implication of the study is specialized to mathematics teachers, that is applying learning approach. They must consider the students characteristic specially learning motivation characteristic.

Contributor:
  1. Prof. Dian Armanto, MA, MSc, P.Hd
  2. Prof. Dr. Pargaulan Siagian, M.Pd
Date Create:21/05/2012
Type:Text
Format:PDF
Language:Indonesian
Identifier:UNIMED-Master-728
Collection ID:728
Call Number:510.071 2 Nai p


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  3.  UNIMED-Master-728-071188830023 Daftar Isi.pdf - 23 KB
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