PENGARUH PEMBELAJARAN BERBANTUAN GEOGEBRA TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN DAN VISUAL THINKING SISWA SMP
This research is conducted in order to describe and to analyze the improvement of understanding abilities and visual thinking among students who get scientific learning using GeoGebra with students who get scientific learning without using GeoGebra. This research is a quasi-experiment with nonequiva...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
2014-03-27.
|
| Subjects: | |
| Online Access: | Link Metadata |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This research is conducted in order to describe and to analyze the improvement of understanding abilities and visual thinking among students who get scientific learning using GeoGebra with students who get scientific learning without using GeoGebra. This research is a quasi-experiment with nonequivalent control-group design. Population used in this research is the whole students of grade VII of one of state Junior High School in Cimahi. There are two classes as samples in this research. The samples are taken from 12 classes by using purposive sampling technique. Learning activity in experiment class uses scientific approach using GeoGebra, meanwhile, the control class uses scientific approach without using GeoGebra. Some instruments used in this research are pretest, posttest, and questioner, t-Test, Mann-Whitney, one- and two way Anova significance level 0.05 after all requirements of test fulfilled are used to seek differences in the improvement of understanding abilities and visual thinking of students. The result of research is analyzed by Microsoft Excel 2013 and SPSS version 20. Based on the research, the results are: (1) There are no differences in improvement of understanding abilities between students who get scientific learning using GeoGebra and students who get scientific learning without using GeoGebra; (2) Based on grouping of students in mathematics abilities, there are no differences in improvement of understanding abilities between students who get scientific learning using GeoGebra and those students who get scientific learning without using GeoGebra; (3) There are differences in improvement of visual thinking abilities between students who get scientific learning using Geogebra and students who get scientific learning without using GeoGebra; (4) Based on grouping of students in mathematics abilities, there are differences in improvement of visual thinking abilities between students who get scientific learning using GeoGebra and those students who get scientific learning without using GeoGebra. The differences lie on upper and down class and middle and down; (5) Students have good responds toward mathematics lesson and learning using GeoGebra. Keywords: scientific approach, learning using GeoGebra, understanding abilities, visual thinking. Penelitian ini bertujuan untuk mendeskripsikan dan menelaah peningkatan kemampuan pemahaman dan visual thinking antara siswa yang memperoleh pembelajaran dengan pendekatan saintifik berbantuan GeoGebra, dengan siswa yang memperoleh pembelajaran dengan pendekatan saintifik tanpa berbantuan GeoGebra. Jenis penelitian ini merupakan kuasi eksperimen. dengan desain penelitian The Nonequivalent Control-Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII salah satu SMP Negeri di Cimahi dengan mengambil dua kelas sebagai sampel menggunakan teknik purposive sampling dari 12 kelas yang tersedia. Kelas eksperimen memperoleh pembelajaran dengan pendekatan saintifik berbantuan GeoGebra, dan kelas kontrol memperoleh pembelajaran dengan pendekatan saintifik tanpa berbantuan GeoGebra. Instrumen yang digunakan dalam penelitian adalah pretes dan postes untuk kemampuan pemahaman dan visual thinking serta angket pendapat siswa. Untuk melihat adanya perbedaan peningkatan kemampuan pemahaman dan visual thinking siswa antara kelas eksperimen dan kelas kontrol, digunakan uji-t, Mann-Whitney, Anova dua jalur dan Anova satu jalur pada taraf signifikansi 0,05, setelah prasyarat pengujian terpenuhi. Hasil penelitian dianalisis dengan menggunakan Microsoft Excel 2013 dan SPSS versi 20. Berdasarkan hasil penelitian, diketahui bahwa (1) Tidak terdapat perbedaan peningkatan kemampuan pemahaman antara siswa yang mendapat pembelajaran dengan pendekatan saintifik berbantuan GeoGebra dengan siswa yang mendapat pembelajaran dengan pendekatan saintifik tanpa berbantuan GeoGebra; (2) Tidak terdapat perbedaan peningkatan kemampuan pemahaman antara siswa yang mendapat pembelajaran dengan pendekatan saintifik berbantuan GeoGebra dengan siswa yang mendapat pembelajaran dengan pendekatan saintifik tanpa berbantuan GeoGebra ditinjau dari kelompok kemampuan matematis siswa; (3) Terdapat perbedaan peningkatan kemampuan visual thinking siswa yang mendapat pembelajaran dengan pendekatan saintifik berbantuan GeoGebra dengan siswa yang mendapat pembelajaran dengan pendekatan saintifik tanpa berbantuan GeoGebra; (4) Terdapat perbedaan peningkatan kemampuan visual thinking antara siswa yang mendapat pembelajaran dengan pendekatan saintifik berbantuan GeoGebra dengan siswa yang mendapat pembelajaran dengan pendekatan saintifik tanpa berbantuan GeoGebra ditinjau dari kelompok kemampuan matematis siswa, perbedaan terjadi pada kelompok atas dan bawah serta kelompok tengah dan bawah; (5) Siswa mempunyai pendapat yang positif terhadap pelajaran matematika dan pembelajaran berbantuan GeoGebra. Kata kunci : pendekatan saintifik, pembelajaranan berbantuan GeoGebra, kemampuan pemahaman, visual thinking. |
|---|---|
| Item Description: | http://repository.upi.edu/11246/1/T_MTK_1204649_Title.pdf http://repository.upi.edu/11246/2/T_MTK_1204649_Abstract.pdf http://repository.upi.edu/11246/3/T_MTK_1204649_Table%20of%20Content.pdf http://repository.upi.edu/11246/4/T_MTK_1204649_Chapter1.pdf http://repository.upi.edu/11246/5/T_MTK_1204649_Chapter2.pdf http://repository.upi.edu/11246/6/T_MTK_1204649_Chapter3.pdf http://repository.upi.edu/11246/7/T_MTK_1204649_Chapter4.pdf http://repository.upi.edu/11246/8/T_MTK_1204649_Chapter5.pdf http://repository.upi.edu/11246/9/T_MTK_1204649_Bibliography.pdf http://repository.upi.edu/11246/10/T_MTK_1204649_Appendix1.pdf http://repository.upi.edu/11246/11/T_MTK_1204649_Appendix2.pdf http://repository.upi.edu/11246/12/T_MTK_1204649_Appendix3.pdf http://repository.upi.edu/11246/13/T_MTK_1204649_Appendix4.pdf http://repository.upi.edu/11246/14/T_MTK_1204649_Appendix5.pdf http://repository.upi.edu/11246/15/T_MTK_1204649_Appendix6.pdf http://repository.upi.edu/11246/16/T_MTK_1204649_Appendix7.pdf http://repository.upi.edu/11246/17/T_MTK_1204649_Appendix8.pdf http://repository.upi.edu/11246/18/T_MTK_1204649_Appendix9.pdf http://repository.upi.edu/11246/19/T_MTK_1204649_Appendix10.pdf http://repository.upi.edu/11246/20/T_MTK_1204649_Appendix11.pdf http://repository.upi.edu/11246/21/T_MTK_1204649_Appendix12.pdf http://repository.upi.edu/11246/22/T_MTK_1204649_Appendix13.pdf http://repository.upi.edu/11246/23/T_MTK_1204649_Appendix14.pdf http://repository.upi.edu/11246/24/T_MTK_1204649_Appendix14.pdf http://repository.upi.edu/11246/25/T_MTK_1204649_Appendix15.pdf http://repository.upi.edu/11246/26/T_MTK_1204649_Appendix16.pdf http://repository.upi.edu/11246/27/T_MTK_1204649_Appendix17.pdf http://repository.upi.edu/11246/28/T_MTK_1204649_Appendix18.pdf http://repository.upi.edu/11246/29/T_MTK_1204649_Appendix19.pdf http://repository.upi.edu/11246/30/T_MTK_1204649_Appendix20.pdf http://repository.upi.edu/11246/31/T_MTK_1204649_Appendix21.pdf http://repository.upi.edu/11246/32/T_MTK_1204649_Appendix22.pdf http://repository.upi.edu/11246/33/T_MTK_1204649_Appendix23.pdf http://repository.upi.edu/11246/34/T_MTK_1204649_Appendix25.pdf http://repository.upi.edu/11246/35/T_MTK_1204649_Appendix26.pdf http://repository.upi.edu/11246/36/T_MTK_1204649_Appendix27.pdf http://repository.upi.edu/11246/37/T_MTK_1204649_Appendix28.pdf http://repository.upi.edu/11246/38/T_MTK_1204649_Appendix29.pdf |