PENERAPAN LEARNING CYCLE 5E UNTUK MENINGKATAN KEMAMPUAN KONEKSI DAN KOMUNIKASI MATEMATIS SERTA SELF-REGULATED LEARNING MATEMATIKA SISWA

• Main Author: Sumarni, - (Author)
• Format: Book
• Published: 2014-07-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini dilatarbelakangi oleh hasil-hasil penelitian terdahulu yang menunjukkan bahwa kemampuan koneksi dan komunikasi matematis serta Self-regulated Learning (SRL) siswa belum sesuai dengan yang diharapkan. Salah satu model pembelajaran yang dapat diterapkan untuk meningkatkan kemampuan koneksi dan komunikasi matematis adalah Learning Cycle 5E (LC 5E). Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan koneksi dan komunikasi matematis dan SRL sebagai akibat dari pembelajaran LC 5E. Penelitian ini adalah kuasi eksperimen yang menerapkan dua model pembelajaran yaitu LC 5E dan pembelajaran konvensional. Populasi dalam penelitian ini adalah siswa SMP Negeri 3 Lembang, Kabupaten Bandung Barat. Pengambilan sampel dilakukan secara purposive sampling, dan diperoleh kelas VIII D dan VIII E. Untuk kepentingan analisis masing-masing kelas penelitian dikategorikan menurut kemampuan awal matematis (KAM; tinggi, sedang, rendah). Instrumen penelitian yang digunakan adalah tes kemampuan koneksi dan komunikasi, skala SRL dan lembar observasi. Analisis data menggunakan uji-t, uji Mann-Whitney, uji ANOVA satu jalur dan analisis deskriptif. Analisis data ditinjau berdasarkan data keseluruhan dan kategori KAM. Berdasarkan hasil analisis tersebut diperoleh kesimpulan: 1) kemampuan koneksi matematis siswa yang memperoleh pembelajaran LC 5E lebih baik daripada siswa yang memperoleh pembelajaran konvensional; 2) peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran LC 5E lebih baik daripada siswa yang memperoleh pembelajaran konvensional; 3) terdapat perbedaan peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran LC 5E berdasarkan kategori KAM (tinggi, sedang, rendah); 4) kemampuan komunikasi matematis siswa yang memperoleh pembelajaran LC 5E lebih baik daripada siswa yang memperoleh pembelajaran konvensional; 5) peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran LC 5E lebih baik daripada siswa yang memperoleh pembelajaran konvensional; 6) terdapat perberdaan peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran LC 5E berdasarkan kategori KAM (tinggi, sedang, rendah); dan 7) SRL siswa yang memperoleh pembelajaran LC 5E lebih baik daripada siswa yang memperoleh pembelajaran konvensional. The research was grounded by the results of previous research which showed that mathematical connection and communication ability as well as Self-regulated Learning (SRL) students are not as expected. One of models learning for enhancing mathematical connection, communication ability and Self-Regulated Learning (SRL) is Learning cycle 5E (LC 5E). The purpose of this research is to comprehensively describe the enhancement of students' mathematical connection & communication ability and their self-regulated learning as a result of LC 5E. This research is a quasi-experiment study that applies two learning models: LC 5E and conventional learning. Population of this research is all student in SMP Negeri 3 Lembang, Kabupaten Bandung Barat. Sampling used by purposive sampling, VIII D and VIII E represent as sampling. Each class is grouped based on mathematical prior ability (MPA: upper, middle, lower levels). Research instruments are mathematical connection and comunication test, SRL scale and observation sheet. Data anaysis applies t-test, Mann-Whitney test, one way ANOVA test, and descriptive analysis. Data analysis is based on the whole students and level of MPA. The result obtained are: 1) students' mathematical connection ability who were taught under LC 5E is better than those who were taught under conventional learning; 2) the enhancement of students' mathematical connection ability who were taught under LC 5E is better than those who were taught under conventional learning; 3) there is different enhancement mathematical connection ability who were taught under LC 5E learning based on MPA (upper, middle, lower levels); 4) students' mathematical comunication ability who were taught under LC 5E is better than those who were taught under conventional learning; 5) the enhancement of students' mathematical comunication ability who were taught under LC 5E is better than those who were taught under conventional learning; 6) there is different enhancement mathematical comunication ability who were taught under LC 5E learning based on MPA (upper, middle, lower levels); and 7) students SRL who were taught under LC 5E is better than those who were taught under conventional learning.

Item Description

http://repository.upi.edu/13681/1/T_MTK_1201553_Title.pdf
http://repository.upi.edu/13681/2/T_MTK_1201553_Table_Of_Content.pdf
http://repository.upi.edu/13681/3/T_MTK_1201553_Abstract.pdf
http://repository.upi.edu/13681/4/T_MTK_1201553_Chapter%20%281%29.pdf
http://repository.upi.edu/13681/5/T_MTK_1201553_Chapter%20%282%29.pdf
http://repository.upi.edu/13681/6/T_MTK_1201553_Chapter%20%283%29.pdf
http://repository.upi.edu/13681/7/T_MTK_1201553_Chapter%20%284%29.pdf
http://repository.upi.edu/13681/8/T_MTK_1201553_Chapter%20%285%29.pdf
http://repository.upi.edu/13681/9/T_MTK_1201553_Bibliography.pdf
http://repository.upi.edu/13681/10/T_MTK_1201553_Appendix%20%281%29.pdf
http://repository.upi.edu/13681/11/T_MTK_1201553_Appendix%20%282%29.pdf
http://repository.upi.edu/13681/12/T_MTK_1201553_Appendix%20%283%29.pdf
http://repository.upi.edu/13681/13/T_MTK_1201553_Appendix%20%284%29.pdf
http://repository.upi.edu/13681/14/T_MTK_1201553_Appendix%20%285%29.pdf