PENERAPAN PENDEKTAN PROBLEM CENTERED LERANING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR LATERAL DAN PERSISTENCE (KEGIGIHAN) MATEMATIS SISWA DI SMP
Penelitianinididasarkanpadapermasalahanrendahnyakemampuanberpikir lateral matematissiswa SMP dalampelajaranmatematika. Penelitianinibertujuanuntukmengetahuipeningkatankemampuanberpikir lateral matematis dan kegigihan (persistence) matematisantarasiswa yang memperolehpendekatan PCL (Problem Centered...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
2014-06-25.
|
| Subjects: | |
| Online Access: | Link Metadata |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Penelitianinididasarkanpadapermasalahanrendahnyakemampuanberpikir lateral matematissiswa SMP dalampelajaranmatematika. Penelitianinibertujuanuntukmengetahuipeningkatankemampuanberpikir lateral matematis dan kegigihan (persistence) matematisantarasiswa yang memperolehpendekatan PCL (Problem Centered Learning) dan pembelajarankonvensional. Penelitianinimerupakanpenelitiankuasieksperimendengandesainkelompokcontrol non-equivalent design menggunakanteknikPurposive Samplingdenganmengambilsubjekpenelitianadalahsiswasalahsatu SMP Negeri di Kota Bandung. Sedangkansampelpenelitiannyaadalahsiswakelaseskperimendenganjumlah 34 siswa dan siswakelaskontroldenganjumlah 34. Instrumen yang digunakanadalahteskemampuanawalmatematis, teskemampuanberpikir lateral matematis, angketkegigihanmatematis dan lembarobservasiaktifitas guru dan siswa. Analisiskuantitatifdilakukandenganmenggunakanujiperbedaan rata-rata dan ujiAnovaduajalur. Hasilpenelitianmenunjukkan (1) Peningkatankemampuanberpikir lateral matematissiswa yang memperolehpendekatan PCL lebihbaikdaripadasiswa yang memperolehpembelejarankonvensional; (2) Terdapatperbedaanpeningkatankemampuanberpikir lateral matematissiswa yang memperolehpembelajarandenganpendekatan PCL ditinjaudarikemampuanawalmatematis (tinggi, sedang, rendah); (3) Terdapatinteraksiantarapendekatanpembelajaran (PCL, Konvensional) dan KAM (Tinggi, Sedang, Rendah) terhadappeningkatankemampuanberpikir lateralmatematissiswa; (4) Tidakterdapatperbedaan yang signifikanKegigihan (persistence) matematisantarasiswa yang memperolehpembelajaranpendekatan PCL dengansiswa yang memperolehpembelajarankonvensional; (5) Terdapatperbedaankegigihan (persistence) matematissiswa yang memperolehpembelajarandenganpendekatan PCL ditinjaudarikemampuanawalmatematis (tinggi, sedang, rendah); (6) Tidakterdapatinteraksiantarapendekatanpembelajaran yang digunakan (PCL, Konvensional) dan KAM (Tinggi, Sedang, Rendah) terhadapkegigihan (persistence) matematis. This research is based on the issues of lowness of lateral thinking ability of junior high school students in mathematical lesson. The purpose of this research is to observe the upgrading of mathematical lateral thinking ability and mathematical persistence among students who received PCL (Problem Centered Learning) approach and conventional learning. This research is a research quasi experimental design with a non-control group equivalen using Purposive Sampling Technique which the subject is students in one of junior high school in Bandung, while the samples are students of experimental class which is amounted to 34 students and students of control class which is amounted to 34 students. The instruments that used are the initial mathematics ability test, test of the ability to think laterally, mathematical questions form persistance, and the sheets of teacher and students observation. Quantitative analysis is carried out using the average difference test and anova test two lines. The results show that (1) The upgrading of mathematical lateral thingking of students who received PCL approch is better than students who just received conventional learning; (2) There is the upgrading difference of mathematical lateral thinking of students who received PCL approachi viewed from the initial mathematics ability (high, middle, low) (3) There is interaction between the learning approach that used (PCL, conventional) with KAM (high, middle, low) and the upgrading mathematical lateral thinking of students; (4) There is no significant mathematical persistance difference between students who received PCL approach and students who received conventional learning; (5) There is the significant mathematical persistance difference among students who received PCL approach viewed from the initial Mathematics ability (high, middle, low); (6) There is no interaction between the learning approach that used (PCL, conventional) with KAM (high, middle, low) and Mathematical persistance. |
|---|---|
| Item Description: | http://repository.upi.edu/16573/2/T_MTK_1200935_Title.pdf http://repository.upi.edu/16573/1/T_MTK_1200935_Abstract.pdf http://repository.upi.edu/16573/5/T_MTK_1200935_Table_of_content.pdf http://repository.upi.edu/16573/4/T_MTK_1200935_Chapter1.pdf http://repository.upi.edu/16573/4/T_MTK_1200935_Chapter2.pdf http://repository.upi.edu/16573/4/T_MTK_1200935_Chapter3.pdf http://repository.upi.edu/16573/5/T_MTK_1200935_Chapter4.pdf http://repository.upi.edu/16573/5/T_MTK_1200935_Chapter5.pdf http://repository.upi.edu/16573/3/T_MTK_1200935_Bibliography.pdf http://repository.upi.edu/16573/1/T_MTK_1200935_Appendix1.pdf http://repository.upi.edu/16573/3/T_MTK_1200935_Appendix2.pdf http://repository.upi.edu/16573/3/T_MTK_1200935_Appendix3.pdf |