PENGARUH STRATEGI MEANS-ENDS ANALYSIS DALAM MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS DAN SELF-REGULATED LEARNING SISWA SMP

• Main Author: Nurhadi, Moh (Author)
• Format: Book
• Published: 2015-06-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk mengetahui perbedaan Pencapaian dan peningkatan kemampuan penalaran matematis antara siswa yang mendapat pembelajaran dengan strategi Means-Ends Analisis (MEA) dengan siswa yang mendapat pembelajaran Ekspositori ditinjau dari keseluruhan siswa dan berdasarkan KAM. Jenis penelitian ini adalah kuasi eksperimen. Dengan sampel terdiri dari 77 orang siswa kelas VII yang berasal dari dua kelas pada salah satu SMP Negeri di Kabupaten Lembang. Kelas petama mendapatkan pembelajaran dengan strategi Means-Ends Analisis (MEA) dan kelas kedua mendapatkan pembelajaran Ekspositori. Kedua kelas diberikan pretes dan postes kemampuan penalaran matematis. Hasil penelitian menunjukan bahwa (1) terdapat perbedaan pencapaian kemampuan penalaran matematis siswa; (2) terdapat perbedaan peningkatan kemampuan penalaran matematis siswa; (3) terdapat perbedaan peningkatan kemampuan penalaran matematis siswa berdasarkan kemampuan awal matematika siswa seluruhnya; (4) tidak terdapat interaksi antara model pembelajaran dan kemampuan awal matematika siswa terhadap peningkatan kemampuan penalaran matematis siswa; (5) terdapat perbedaan peningkatan kemampuan penalaran matematis kelas MEA antara seluruh siswa KAM tinggi dengan sedang, KAM tinggi dengan rendah, namun tidak terdapat perbedaan pada KAM sedang dengan rendah; (6) tidak terdapat perbedaan peningkatan kemampuan penalaran matematis antara siswa KAM tinggi dari kedua kelas namun terdapat perbedaan pada KAM sedang dan rendah; (7) terdapat perbedaan pencapaian self-regulated learning siswa. This study aims to determine the differences of mathematical reasioning attainment and enhancement between students who get srategy Means - Ends Analysis with students who get exspository learning in terms of the whole student and based The Ability of Early Mathematical (AEM). Type of this research is a quasi-experimental. Samples were 77 students of class VII derived from two classes at one of the junior high schools in the regency of Lembang. The first class get srategy Means - Ends Analysis and the second get exspository learning model. All class are given a pre-test and post-test of mathematical reasioning. The results showed that (1) there is differences in mathematical reasioning attainment in terms of the whole students; (2) there is differences in mathematical reasioning enhancement in terms of the whole students; (3) there is differences in mathematical reasioning enhancement in terms of the Ability of Early Mathematical (AEM); (4) there is no interaction between model of learning and AEM in mathematical reasioning enhancement; (5) there is differences between high and medium AEM, high and low AEM of class MEA in mathematical reasioning enhancement, but there is no difference in the medium and low AEM (6) there is no differences between high AEM of two classes in mathematical reasioning enhancement, but there is a difference in the medium and low AEM; (7) there is differences in self-regulated learning in terms of the whole students.

Item Description

http://repository.upi.edu/18539/1/T_MTK_1303134_Title.pdf
http://repository.upi.edu/18539/6/T_MTK_1303134_Abstract.pdf
http://repository.upi.edu/18539/5/T_MTK_1303134_Table_of_content.pdf
http://repository.upi.edu/18539/2/T_MTK_1303134_Chapter1.pdf
http://repository.upi.edu/18539/8/T_MTK_1303134_Chapter2.pdf
http://repository.upi.edu/18539/9/T_MTK_1303134_Chapter3.pdf
http://repository.upi.edu/18539/4/T_MTK_1303134_Chapter4.pdf
http://repository.upi.edu/18539/7/T_MTK_1303134_Chapter5.pdf
http://repository.upi.edu/18539/3/T_MTK_1303134_Bibliography.pdf