Peningkatan Kemampuan Representasi Matematis Siswa melalui Model Means-Ends Analysis dalam Pembelajaran Matematika

• Main Author: Kusumah, Endang Cahya (Author)
• Format: Book
• Published: 2016-10-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/25075/1/S_MAT_1200488_Title.pdf; http://repository.upi.edu/25075/2/S_MAT_1200488_Abstract.pdf; http://repository.upi.edu/25075/3/S_MAT_1200488_Table_of_content.pdf; http://repository.upi.edu/25075/4/S_MAT_1200488_Chapter1.pdf; http://repository.upi.edu/25075/5/S_MAT_1200488_Chapter2.pdf; http://repository.upi.edu/25075/6/S_MAT_1200488_Chapter3.pdf; http://repository.upi.edu/25075/7/S_MAT_1200488_Chapter4.pdf; http://repository.upi.edu/25075/8/S_MAT_1200488_Chapter5.pdf; http://repository.upi.edu/25075/9/S_MAT_1200488_Bibliography.pdf; http://repository.upi.edu/25075/10/S_MAT_1200488_Appendix1.pdf; http://repository.upi.edu/25075/11/S_MAT_1200488_Appendix2.pdf; http://repository.upi.edu/25075/12/S_MAT_1200488_Appendix3.pdf; http://repository.upi.edu/25075/13/S_MAT_1200488_Appendix4.pdf; http://repository.upi.edu/25075/14/S_MAT_1200488_Appendix5.pdf; http://repository.upi.edu/25075/15/S_MAT_1200488_Appendix6.pdf
• Keywords: L Education (General)

Penelitian ini dilatarbelakangi oleh pentingnya kemampuan representasi matematis bagi siswa dan fakta rendahnya kemampuan representasi matematis siswa. Tujuan dari penelitian ini adalah: (1) mengetahui peningkatan kemampuan representasi matematis siswa yang memeperoleh pembelajaran dengan model means-ends analysis dan model pengajaran langsung, (2) mengetahui kualitas peningkatan kemampuan representasi matematis siswa yang memeperoleh pembelajaran dengan model means-ends analysis dan model pengajaran langsung, (3) mengetahui respon siswa yang memperoleh pembelajaran means-ends analysis. Penelitian ini merupakan penelitian eksperimen yang ditujukkan untuk meningkatkan kemampuan representasi matematis siswa SMP melalui pembelajaran dengan model means-ends analysis. Sampel diambil dari dua populasi, yaitu kelas eksperimen dari populasi siswa kelas IX yang memperoleh pembelajaran dengan model means-ends analysis dan kelas kontrol diambil dari populasi siswa kelas IX yang memperoleh pembelajaran dengan model pengajaran langsung. Materi yang dibahas adalah materi Kesebangunan. Hasil penelitian menunjukkan bahwa peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran dengan model means-ends analysis lebih tinggi daripada siswa yang memperoleh pembelajaran denga model pengajaran langsung. Selain itu, nilai N-Gain kelas eksperimen adalah 0,73, lebih besar dari N-Gain kelas kontrol yaitu 0,54. Kualitas peningkatan kemampuan representasi matematis siswa di kelas eksperimen berada pada kriteria tinggi, sedangkan kelas kontrol berada pada kriteria sedang, dan pada umumnya siswa memberikan respon positif terhadap pembelajaran model means-ends analysis. --- The background of this research based on the importance of student ability of mathematical representations and the fact that the ability of student in mathematical representations is low. The objectives of this research are: (1) to get the empirical evidence about the improvement of students' ability in mathematical representation by using means-ends analysis model and direct instructions model, (2) to investigate the quality of student ability of mathematical representation by using means-ends analysis model and direct instructions model, (3) to investigate students' response in learning of mathematics by using means-ends analysis model. Experimental design was employed in this research which purposed to enhance student ability of mathematical representation in Junior High School by using means-ends analysis model. The samples are taken from two populations. Both of samples are students in 9th grade, the first class as the experimental class who get means-ends analysis model and another class as the controlled class by using direct instructions model. The material focus about the congruency. According to the result, it showed that the enhancement of student ability of mathematical representation who learned by using means-ends analysis model is higher than students who learned by using direct instructions model. It can be proved from the value of N-Gain in experimental class is 0,73 greater than controlled class is 0,54. Thus, the improvement of quality of student ability on mathematical representation in experimental class is high category whereas in controlled class is medium category. Also, the students give positive response toward means-ends analysis model.