PENINGKATAN KOMPETENSI STRATEGIS DAN SELF-CONCEPT MATEMATIS SISWA SEKOLAH MENENGAH KEJURUAN (SMK) MELALUI STRATEGI TEAM-BASED LEARNING - Amalia, Krisyanti (2015)
Penelitian ini adalah untuk menelaah pengaruh strategi team-based learning terhadap peningkatan kompetensi strategis matematis siswa SMK Informatika baik ditinjau secara keseluruhan maupun berdasarkan kategori pengetahuan awal matematika (PAM). Penelitian ini pun mengkaji self-concept matematis siswa yang memperoleh pembelajaran dengan strategi team-based learning dan pembelajaran biasa serta seberapa besar kontribusi self-concept matematis terhadap peningkatan kompetensi strategis matematis siswa. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain kelompok kontrol non-ekivalen yang melibatkan 139 siswa kelas X. Instrumen yang digunakan adalah tes kompetensi strategis matematis serta skala self-concept matematis siswa. Analisis statistik yang dilakukan adalah Independent Samples t-test, Mann Whitney, Structural Equestion Modeling (SEM), dan Analisis Jalur. Hasil penelitian yang diperoleh adalah: (1) peningkatan kompetensi strategis matematis siswa yang memperoleh pembelajaran dengan strategi team-based learning lebih tinggi daripada siswa yang memperoleh pembelajaran biasa ditinjau dari keseluruhan siswa; (2) peningkatan kompetensi strategis siswa yang memperoleh pembelajaran dengan strategi team-based learning lebih tinggi daripada siswa yang memperoleh pembelajaran biasa untuk kategori pengetahuan awal matematika sedang dan rendah; (3) self-concept matematis siswa yang memperoleh pembelajaran dengan strategi team-based learning tidak berbeda secara signifikan dengan siswa yang memperoleh pembelajaran biasa; (4) self-concept matematis siswa yang memperoleh pembelajaran dengan strategi team-based learning tidak berbeda secara signifikan dengan siswa yang memperoleh pembelajaran biasa untuk kategori pengetahuan awal matematika tinggi, sedang dan rendah; (5) seluruh indikator mempengaruhi self-concept matematis siswa; (6) pengaruh self-concept matematis terhadap peningkatan kompetensi strategis matematis siswa secara keseluruhan termasuk pada kategori rendah; (7) pengaruh self-concept matematis terhadap peningkatan kompetensi strategis matematis siswa yang memperoleh pembelajaran dengan strategis team-based learning dan siswa yang memperoleh pembelajaran termasuk pada kategori rendah. Kata Kunci: Team-based learning (TBL), kompetensi strategis matematis, self-concept matematis The purpose of this study was to analyze the influence of team-based learning's strategy for the improvement of mathematical strategic competence of informatics vocational high school's students either it was reviewed on the whole or based on the the mathematics' prior knowledge (PAM). This study analyzed the mathematical self-concept of students who got team-based learning's strategy and usual learning as well and how many the contribution of mathematical self-concept toward the improvement of students' mathematical strategic competence. This study was a quasi-experimental research with the design of non-equivalent control group involving 139 students of class X. The instrument used was a test of mathematical strategic competence and self- concept scale. The statistical analysis performed were independent samples t-test, Mann-Whitney test, Structural Equestion Modeling (SEM), and Path Analysis. The research results obtained are: (1) the improvement of mathematical strategic competence of students who get team-based learning's strategy is higher than students who get usual learning reviewed on the whole students; (2) the improvement of mathematical strategic competence of students who get team-based learning's strategy is higher than students who get usual learning in medium and low level of prior knowledge of mathematics; (3) the mathematical self-concept of students who get team-based learning's strategy is not different significantly from students who get usual learning; (4) the mathematical self-concept of students who get team-based learning's strategy is not different significantly from students who get usual learning for low, medium, and low level of the mathematics' prior knowledge; (5) all of the indicators influence the matematical self-concept of students; (6) the influence of mathematical self-concept toward the improvement of students' mathematical strategic competence on the whole is in low category; (7) the influence of mathematical self-concept toward the improvement of mathematical strategic competence for students who get team-based learning's strategy and the students who get usual learning are in low category. Key words: team-based learning (TBL), mathematical strategic competence, mathematical self-concept