PEMBELAJARAN PENEMUAN UNTUK MENGEMBANGKAN KEMAMPUAN PENALARAN, KONEKSI, DAN DISPOSISI MATEMATIS SISWA SMP

• Main Author: Hadriani, - (Author)
• Format: Book
• Published: 2015-07-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/18652/7/T_MTK_1302543_Title.pdf; http://repository.upi.edu/18652/7/T_MTK_1302543_Abstract.pdf; http://repository.upi.edu/18652/6/T_MTK_1302543_Table_of_content.pdf; http://repository.upi.edu/18652/1/T_MTK_1302543_Chapter1.pdf; http://repository.upi.edu/18652/2/T_MTK_1302543_Chapter2.pdf; http://repository.upi.edu/18652/5/T_MTK_1302543_Chapter3.pdf; http://repository.upi.edu/18652/3/T_MTK_1302543_Chapter4.pdf; http://repository.upi.edu/18652/4/T_MTK_1302543_Chapter5.pdf; http://repository.upi.edu/18652/10/T_MTK_1302543_Bibliography.pdf; http://repository.upi.edu/18652/7/T_MTK_1302543_Appendix1.pdf; http://repository.upi.edu/18652/8/T_MTK_1302543_Appendix2.pdf; http://repository.upi.edu/18652/9/T_MTK_1302543_Appendix3.pdf
• Keywords: LB1603 Secondary Education. High schools; QA Mathematics

Penelitian ini merupakan kuasi eksperimen dengan desain eksperimen pretes-postes dan perbandingan kelompok statik. Kelompok eksperimen diberi perlakuan berupa pembelajaran penemuan, sedangkan kelompok kontrol dengan pembelajaran ekspositori. Penelitian ini melibatkan 67 siswa kelas VIII disalah satu SMPN di Cimahi. Analisis data dalam pengujian hipotesis digunakan uji-t, uji Mann-Whitney U, dan ANOVA Dua Jalur dengan Interaksi. Berdasarkan hasil penelitian, ditemukan bahwa: (1) Tidak terdapat perbedaan pencapaian dan peningkatan kemampuan penalaran matematis siswa yang mendapat pembelajaran penemuan dengan siswa yang mendapat pembelajaran ekpositori, baik ditinjau secara keseluruhan maupun KAM (tinggi, sedang, dan rendah); (2) Secara keseluruhan, pencapaian dan peningkatan kemampuan koneksi matematis siswa yang mendapat pembelajaran penemuan lebih baik daripada siswa yang mendapat pembelajaran ekpositori. Berdasarkan kategori KAM sedang dan rendah, pencapaian koneksi matematis siswa yang mendapat pembelajaran penemuan lebih baik daripada siswa yang mendapat pembelajaran ekspositori, sedangkan pada kategori KAM tinggi, tidak terdapat perbedaan yang signifikan antar siswa mendapat pembelajaran penemuan dan pembelajaran ekspositori; (3) Peningkatan kemampuan koneksi matematis siswa ditiap kategori KAM yang mendapat pembelajaran penemuan lebih baik daripada siswa yang mendapat pembelajaran ekspositori; (4) Secara keseluruhan dan berdasarkan kategori KAM rendah, pencapaian disposisi matematis siswa yang mendapat pembelajaran penemuan lebih baik daripada siswa yang mendapat pembelajaran ekspositori. Namun berdasarkan kategori KAM tinggi dan sedang tidak terdapat perbedaan yang signifikan antara siswa yang mendapat pembelajaran penemuan dan pembelajaran ekspositori; (5) Tidak terdapat interaksi yang signifikan antara pembelajaran dan KAM terhadap pencapaian kemampuan penalaran dan disposisi matematis siswa; (6) Terdapat interaksi antara pembelajaran dan KAM terhadap pencapaian kemampuan koneksi matematis. Disamping itu, ditemukan juga bahwa terdapat asosiasi antara kemampuan penalaran dan koneksi matematis. Sedangkan antara kemampuan koneksi dan disposisi matematis serta penalaran dan disposisi matematis, tidak terdapat asosiasi. This study is a quasi-experimental design with the static group pretest posttest and comparison group design . The experimental group was treated in the form of discovery learning, whereas the control group was treated with expository learning . This study employed 67 eight graders in one of Junior High Schools in Cimahi. To analyze data, this study used t-test, Mann Whitney U, and Two-way ANOVA with interaction. The result revealed that: (1) There is no difference in attainment and improvement of mathematical reasoning ability between students who got discovery learning and expository learning, viewed as a whole and KAM (high, medium, and low); (2) Overall, students'attainment and improvement of mathematical connection ability in discovery learning are better than in expository learning. Based on medium and low KAM categories, the attainment of students' mathematical connection ability in discovery learning were better than expository learning, meanwhile, in the high KAM category, there were no significant differences between students who got discovery learning and students who got expository learning; (3) Improvement in students' mathematical connections ability in each KAM category in discovery learning are better than in expository learning (4) Overall and based on KAM category low, the attainment of mathematical disposition students who got discovery learning was better than students who got expository learning. However, based on KAM category high and medium, there is no significant difference between the students who were taught by using discovery learning and expository learning; (5) There is no significant interaction between students' learning and KAM categories toward the attainment of students' mathematical reasoning and disposition abilities; (6) there is interaction between learning and KAM categories toward the attainment of students' mathematical connections ability. In addition, the results also revealed that there is an association between mathematical reasoning and connection abilitie. Meanwhile, there is no association between mathematical reasoning and disposition abilities, mathematical connection and disposition ability.