MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN MENGURANGIKECEMASAN MATEMATIS SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN ARIAS

• Main Author: Hasibuan, Eka Khairani (Author)
• Format: Book
• Published: 2014-08-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk mengkaji pengaruh model pembelajaran ARIAS (Assurance Relevance Interest Assessment Satisfaction) terhadap peningkatan kemampuan pemahaman dan pengurangan tingkat kecemasan matematis siswa. Desain penelitian yang digunakan adalah nonequivalent pre-test and post control group design. Populasinya, yaitu seluruh siswa SMP kelas VII di salah satu SMP Negeri di Bandung. Adapun sampelnya terdiri dari 37 siswa kelas ARIAS dan 35 siswa kelas konvensional. Masalah yang diteliti yaitu peningkatan kemampuan pemahaman, pengurangan kecemasan matematis serta asosiatif antara kemampuan pemahaman dan kecemasan matematis. Analisis kuantitatif menggunakan independent sample t-test, Mann-Whitney test, Chi Kuadrat, sedangkan analisis kualitatif dilakukan secara deskriptif. Hasil penelitian menunjukkan peningkatan kemampuan pemahaman yang memperoleh model pembelajaran ARIAS lebih baik daripada siswa yang memperoleh pembelajaran konvensional. Kecemasan matematis siswa yang memperoleh pembelajaran ARIAS lebih menurun daripada siswa yang memperoleh pembelajaran konvensional, tetapi tidak terdapat asosiasi yang signifikan antara kemampuan pemahaman dan kecemasan matematis. The aims of this research are intended to examine the effect of ARIAS learning model toward the increase of student's mathematical understanding ability and reducing student's mathematical anxiety. The research utilized nonequivalent pre-test and post control group design. The population of this research are students of grade seven from one junior high school in Bandung. As concern, the sample comprised of 37 students in ARIAS class and 35 students in conventional class. The research problem are to improve mathematical understanding ability, to reduce mathematical anxiety and to associate understanding ability and mathematical anxiety. The quantitative analysis is used independent sample t-test, Mann-Whitney test, while qualitative analysis is used descriptive one. The result shows better increasing mathematical understanding ability by using ARIAS learning model than by using conventional teaching. Student's mathematical anxiety by using ARIAS learning model is lower than student's mathematical anxiety by using conventional teaching but there's no association between understanding ability and mathematical anxiety.

Item Description

http://repository.upi.edu/13440/1/T_MTK_1200987_Title.pdf
http://repository.upi.edu/13440/2/T_MTK_1200987_Table_of_content.pdf
http://repository.upi.edu/13440/3/T_MTK_1200987_Abstract.pdf
http://repository.upi.edu/13440/4/T_MTK_1200987_Chapter1.pdf
http://repository.upi.edu/13440/5/T_MTK_1200987_Chapter2.pdf
http://repository.upi.edu/13440/6/T_MTK_1200987_Chapter3.pdf
http://repository.upi.edu/13440/7/T_MTK_1200987_Chapter4.pdf
http://repository.upi.edu/13440/8/T_MTK_1200987_Chapter5.pdf
http://repository.upi.edu/13440/9/T_MTK_1200987_Bibliography.pdf
http://repository.upi.edu/13440/10/T_MTK_1200987_Appendix1.pdf
http://repository.upi.edu/13440/11/T_MTK_1200987_Appendix2.pdf
http://repository.upi.edu/13440/12/T_MTK_1200987_Appendix3.pdf
http://repository.upi.edu/13440/13/T_MTK_1200987_Appendix4.pdf
http://repository.upi.edu/13440/14/T_MTK_1200987_Appendix5.pdf
http://repository.upi.edu/13440/15/T_MTK_1200987_Appendix6.pdf
http://repository.upi.edu/13440/16/T_MTK_1200987_Appendix7.pdf
http://repository.upi.edu/13440/17/T_MTK_1200987_Appendix8.pdf
http://repository.upi.edu/13440/18/T_MTK_1200987_Appendix9.pdf
http://repository.upi.edu/13440/19/T_MTK_1200987_Appendix10.pdf