PEMBELAJARAN MATEMATIKA BERBASIS FENOMENA DIDAKTIS MELALUI PENDEKATAN SCIENTIFIC UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR SISWA SMP

• Main Author: Faturohman, Deni Ramdan (Author)
• Format: Book
• Published: 2015-01-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/16692/1/T_MTK_1207114_Title.pdf; http://repository.upi.edu/16692/2/T_MTK_1207114_Abstract.pdf; http://repository.upi.edu/16692/1/T_MTK_1207114_Table_of_content.pdf; http://repository.upi.edu/16692/3/T_MTK_1207114_Chapter1.pdf; http://repository.upi.edu/16692/4/T_MTK_1207114_Chapter2.pdf; http://repository.upi.edu/16692/4/T_MTK_1207114_Chapter3.pdf; http://repository.upi.edu/16692/5/T_MTK_1207114_Chapter4.pdf; http://repository.upi.edu/16692/5/T_MTK_1207114_Chapter5.pdf; http://repository.upi.edu/16692/3/T_MTK_1207114_Bibliography.pdf; http://repository.upi.edu/16692/2/T_MTK_1207114_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis, pentingnya kemampuan berpikir kritisdan kemandirian belajar, dan keunggulan pembelajaran matematika berbasis fenomena didaktismelaluipendekatanscientific. Bahan ajar dikembangkan berdasarkan fenomena-fenomena yang ada di kehidupan sehari-hari yang merepresentasikan konsep matematika.Hasilpenelitianmenunjukkantidak terdapat perbedaan pencapaian dan peningkatan kemampuan berpikir kritis siswa yang pembelajarannya menggunakan bahan ajar berbasis fenomena didaktis melalui pendekatan scientific(kelas eksperimen) dan siswa yang belajar dengan bahan ajar kurikulum 2013 melalui pendekatan scientific(kelaskontrol).Namun,perbedaanpencapaiandanpeningkatankemampuanberpikirkritisterlihatantarakelompokkemampuantinggi, sedang, danrendahpadamasing-masingkelas.Selainitu, terdapat perbedaan kemandirianbelajar antara kelas eksperimen dengan kelas kontrol. This research was based on lack of critical thinking ability, the importance of critical thinking ability and self-regulated learning, and excellence of mathematics learning based didactical phenomenology through a scientific approach. Teaching materials were developed based on the phenomena that exist in everyday life that represent mathematical concepts. The results of this research show no difference in achievement and improvement of critical thinking ability between students whose learning using teaching materials based didactical phenomenology through a scientific approach (experimental class) and students who learn with curriculum resources in 2013 through a scientific approach (control class). However, the difference in achievement and improvement of critical thinking ability are shown between groups of high, medium, and low ability in each class. Moreover, there is a difference on self-regulated learning between experimental and control class.