MODEL PEMBELAJARAN ASSUREBERBANTUAN SOFTWARE AUTOGRAPH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN SELF CONCEPT MATEMATIS SISWA SMP
Penelitian ini didasarkan pada permasalahan rendahnya kemampuan berpikir kreatif matematis dan keharusan mengembangkan aspek afektif dalam pembelajaran matematika, yaitu salah satunya self concept matematis siswa yang mempunyai hubungan dengan keberhasilan seseorang dalam mengerjakan tugas akademik....
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2014-04-17.
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| Summary: | Penelitian ini didasarkan pada permasalahan rendahnya kemampuan berpikir kreatif matematis dan keharusan mengembangkan aspek afektif dalam pembelajaran matematika, yaitu salah satunya self concept matematis siswa yang mempunyai hubungan dengan keberhasilan seseorang dalam mengerjakan tugas akademik. Untuk mengatasi hal tersebut, dilakukan penelitian dengan menggunakan model pembelajaran ASSURE berbantuan software Autograph. Penelitian ini mengkaji masalah peningkatan kemampuan berpikir kreatif matematis antara siswa yang mendapat pembelajaran matematika dengan model pembelajaran ASSURE berbantuan software Autograph dan pembelajaran secara konvensional ditinjau dari keseluruhan dan kategori kemampuan awal matematika siswa (atas, tengah, bawah), mengkaji perbedaan self concept matematis siswa setelah permbelajaran baik pembelajaran dengan model pembelajaran ASSURE berbantuan software Autograph maupun dengan pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen. Desain penelitian yang digunakan adalah Nonequivalent Control Group Design dengan menggunakan teknik Purposive Sampling. Populasi dalam penelitian ini adalah siswa MTs di Kabupaten Cirebon Tahun Pelajaran 2013/2014. Sampel penelitiannya adalah Siswa MTs kelas VIII. Instrumen yang digunakan dalam penelitian berupa tes kemampuan awal matematika, tes kemampuan berpikir kreatif matematis, skala self concept matematis, dan lembar observasi. Analisis data dilakukan secara kuantitatif dan kualitatif. Analisis kuantitatif dilakukan dengan menggunakan uji t, uji t', uji Anova dua jalur dan uji nonparametrik Mann-Whitney U. Analisis kualitatif dilakukan untuk mendeskripsikan minat, kesulitan siswa setelah pembelajaran. Hasil penelitian menunjukkan bahwa, (1) Peningkatan kemampuan berpikir kreatif matematis siswa yang pembelajarannya menggunakan model pembelajaran ASSURE berbantuan software Autograph lebih baik daripada siswa yang menggunakan pembelajaran secara konvensional. (2) Terdapat perbedaan peningkatan kemampuan berpikir kreatif matematis siswa yang pembelajarannya menggunakan model pembelajaran ASSURE berbantuan software Autograph dengan siswa yang menggunakan pembelajaran secara konvensional ditinjau dari kategori kemampuan awal matematika siswa (atas, tengah, bawah). (3) Terdapat interaksi antara pembelajaran (model ASSURE berbantuan software Autograph dan konvensional) dengan kemampuan awal matematika (atas, tengah, bawah) siswa dalam peningkatan kemampuan berpikir kreatif matematis siswa. (4) Tidak terdapat perbedaan yang signifikan self concept matematis siswa antara siswa yang pembelajarannya menggunakan model pembelajaran ASSURE berbantuan software Autograph dengan siswa yang menggunakan pembelajaran secara konvensional. Kata kunci: model pembelajaran ASSURE berbantuan software Autograph, kemampuan berpikir kreatif matematis dan self concept matematis. Research is based on lack of creative and mathematical thinking ability and affective aspect developing requirement in mathematics learning that is mathematical student self concept which has connection with the personal success to perform academic works. This research is expected to overcome the problem by using ASSURE learning model with Autograph software. The research examines the problem of mathematical creative thinking ability increasing to students who get mathematics learning by using ASSURE learning model with Autograph software and conventional learning which are observed by all categories of student mathematical ability (high, medium and low), examining difference of student mathematical self concept by using ASSURE learning model with Autograph software and conventional learning. This research is an experimental quotation which uses Nonequivalent Control Group Design with Purposive Sampling technique. Population of the research is students of MTs in Cirebon regency in academic year 2013/2014. Sample of the research is 8th grade students in MTs. The research use instruments like mathematical commencement ability test, mathematical creative thinking ability test, mathematical self concept scale and observation sheet. The research uses both qualitative and quantitative analysis. The qualitative analysis utilizes t test, t'test, two ways Anova test, Mann-Whitney U nonparametrik test and the qualitative analysis is held to describe interest, student difficulty after learning proccess. The result shows that (1) increment of mathematical creative thinking ability of students which uses ASSURE learning model with Autograph software is better than using conventional learning model, (2) there is difference of mathematical creative thinking increment between the student who uses ASSURE learning model with Autograph software and conventional learning which are observed by category of student mathematical commencement ability (high, medium and low), (3) there is an interaction between the learning process ( ASSURE learning model with Autograph software and conventional model) and the student mathematical commencement ability (high, medium and low) in the increment of student mathematical creative thinking ability), (4) there is not the significance difference of student mathematical self concept between student who uses ASSURE learning model with Autograph software and conventional learning. Keywords: ASSURE learning model with Autograph software, mathematical creative thinking ability and mathematical self concept. |
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| Item Description: | http://repository.upi.edu/11165/1/T_MTK_1009593_Title.pdf http://repository.upi.edu/11165/2/T_MTK_1009593_Abstract.pdf http://repository.upi.edu/11165/3/T_MTK_1009593_Table%20of%20Content.pdf http://repository.upi.edu/11165/4/T_MTK_1009593_Chapter1.pdf http://repository.upi.edu/11165/5/T_MTK_1009593_Chapter2.pdf http://repository.upi.edu/11165/6/T_MTK_1009593_Chapter3.pdf http://repository.upi.edu/11165/7/T_MTK_1009593_Chapter4.pdf http://repository.upi.edu/11165/8/T_MTK_1009593_Chapter5.pdf http://repository.upi.edu/11165/9/T_MTK_1009593_Bibliography.pdf http://repository.upi.edu/11165/10/T_MTK_1009593_Appendix1.pdf http://repository.upi.edu/11165/11/T_MTK_1009593_Appendix2.pdf http://repository.upi.edu/11165/12/T_MTK_1009593_Appendix3.pdf http://repository.upi.edu/11165/13/T_MTK_1009593_Appendix4.pdf http://repository.upi.edu/11165/14/T_MTK_1009593_Appendix5.pdf http://repository.upi.edu/11165/15/T_MTK_1009593_Appendix6.pdf http://repository.upi.edu/11165/16/T_MTK_1009593_Appendix7.pdf http://repository.upi.edu/11165/17/T_MTK_1009593_Appendix8.pdf http://repository.upi.edu/11165/18/T_MTK_1009593_Appendix9.pdf http://repository.upi.edu/11165/19/T_MTK_1009593_Appendix10.pdf http://repository.upi.edu/11165/20/T_MTK_1009593_Appendix11.pdf http://repository.upi.edu/11165/21/T_MTK_1009593_Appendix12.pdf http://repository.upi.edu/11165/22/T_MTK_1009593_Appendix13.pdf http://repository.upi.edu/11165/23/T_MTK_1009593_Appendix14.pdf |