PENGARUH PEMBELAJARAN PROBLEM SOLVING MELALUI PEMODELAN MATEMATIK DAN DIRECT INSTRUCTION TERHADAP PENINGKATAN KEMAMPUAN CONCEPTUAL UNDERSTANDING DAN REPRESENTASI MATEMATIK SISWA SD

• Main Author: Misrina, - (Author)
• Format: Book
• Published: 2014-06-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/17431/2/T_PD_1201011_Title.pdf; http://repository.upi.edu/17431/2/T_PD_1201011_Abstract.pdf; http://repository.upi.edu/17431/2/T_PD_1201011_Table_of_content.pdf; http://repository.upi.edu/17431/4/T_PD_1201011_Chapter1.pdf; http://repository.upi.edu/17431/5/T_PD_1201011_Chapter2.pdf; http://repository.upi.edu/17431/6/T_PD_1201011_Chapter3.pdf; http://repository.upi.edu/17431/7/T_PD_1201011_Chapter4.pdf; http://repository.upi.edu/17431/1/T_PD_1201011_Chapter5.pdf; http://repository.upi.edu/17431/4/T_PD_1201011_Bibliography.pdf; http://repository.upi.edu/17431/2/T_PD_1201011_Appendix1.pdf; http://repository.upi.edu/17431/3/T_PD_1201011_Appendix2.pdf; http://repository.upi.edu/17431/4/T_PD_1201011_Appendix3.pdf; http://repository.upi.edu/17431/4/T_PD_1201011_Appendix4.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Penelitian ini bertujuan untuk melihat peningkatan kemampuan conceptual understanding dan representasi matematik siswa secara keseluruhan dan berdasarkan level kemampuan siswa. Penelitian dilaksanakan menggunakan metode kuasi eksperimen dengan jenis the nonequivalent group pretest-postes design. Sampel dalam penelitian adalah siswa kelas V pada salah satu SD di Kabupaten Bireuen-Aceh dengan teknik purposive sampling. Data hasil penelitian berupa skor N-gain dianalisis dengan menggunakan uji t-tes dan Mann-Whitney. Hasil penelitian yang dianalisis menunjukkan bahwa terdapat perbedaan peningkatan kemampuan conceptual understanding dan representasi siswa yang belajar dengan problem solving melalui pemodelan matematik dengan siswa yang mendapat pembelajaran direct instruction. Ditinjau dari kemampuan awal matematik siswa (KAM), kemampuan conceptual understanding dan representasi siswa kelompok rendah yang mendapat pembelajaran problem solving melalui pemodelan matematik lebih baik dibanding dengan siswa yang mendapat pembelajaran direct instruction. Sedangkan untuk siswa kelompok tinggi penggunaan model problem solving melalui pemodelan matematik lebih baik dibanding siswa yang mendapat pembelajaran direct instruction terhadap kemampuan conceptual understanding siswa, tetapi tidak memberi pengaruh yang berbeda pada kemampuan representasi matematik. Jadi dapat disimpulkan bahwa kemampuan conceptual understanding dan representasi matematik siswa yang belajar dengan problem solving melalui pemodelan matematik lebih baik dari siswa yang belajar dengan model direct instruction. Kata Kunci: Mathematical conceptual understanding, representasi matematik, problem solving melalui pemodelan matematik, dan direct instruction The aim of this research generally is to see the raise difference between student's conceptual understanding and mathematical representation ability based on student's ability level. The research uses quasi experiment method with the nonequivalent group pretest-posttest design. The sample of this research is the students grade V at one of elementary school Bireuen-Aceh regency through purposive sampling technique. The result of research data is N-Gain Score analyzed by T-Test and Mann-Whitney test. The result of research analyzed finds out that there are the different of raise influence conceptual understanding and mathematical representation ability of student's who earn problem solving learning through mathematical modeling with students who earn direct instruction learning. Be reviewed the level of student ability, conceptual understanding and representation ability low group student who earn problem solving learning through mathematical modeling is better than the students who earn direct instruction. On the other hand, high group student who earn problem solving model through mathematical modeling is well than students who earn direct instruction learning toward students' conceptual understanding ability, but it does not give different influence toward mathematic representation ability. Thus it can be concluded that the conceptual understanding and mathematical representation of students ability is learning with problem solving through mathematical modeling better than students who learn by direct instruction models. Keywords : Mathematical conceptual understanding, Mathematical representation, problem solving through mathematic modeling, and direct instruction