PERBANDINGAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-CONFIDENCE ANTARA MODEL PEMBELAJARAN BERBASIS MASALAH DAN PENEMUAN TERBIMBING : Studi Kuasi Eksperimen pada Kelas VIII Salah Satu SMP Negeri di Kota Tasikmalaya

• Main Author: Wandari, Wily (Author)
• Format: Book
• Published: 2017-01-18.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/28769/1/T_MTK_1402161_Title.pdf; http://repository.upi.edu/28769/2/T_MTK_1402161_Abstract.pdf; http://repository.upi.edu/28769/3/T_MTK_1402161_Table_of_content.pdf; http://repository.upi.edu/28769/4/T_MTK_1402161_Chapter1.pdf; http://repository.upi.edu/28769/5/T_MTK_1402161_Chapter2.pdf; http://repository.upi.edu/28769/6/T_MTK_1402161_Chapter3.pdf; http://repository.upi.edu/28769/7/T_MTK_1402161_Chapter4.pdf; http://repository.upi.edu/28769/8/T_MTK_1402161_Chapter5.pdf; http://repository.upi.edu/28769/9/T_MTK_1402161_Bibliography.pdf; http://repository.upi.edu/28769/10/T_MTK_1402161_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education

Penelitian ini bertujuan untuk mengkaji perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh model pembelajaran berbasis masalah dengan siswa yang memperoleh model penemuan terbimbing, mengkaji perbedaan peningkatan kemampuan komunikasi matematis ditinjau dari level KAM, mengkaji interaksi antara kedua model pembelajaran dan level KAM siswa dalam peningkatan kemampuan komunikasi matematis siswa, serta mengkaji perbedaan self-confidence antara siswa yang belajar melalui model pembelajaran berbasis dan model penemuan terbimbing. Penelitian ini merupakan penelitian kuasi eksperimen dengan populasi seluruh siswa kelas VIII pada salah satu SMP Negeri di Tasikmalaya. Sampel penelitian ini adalah kelas VIII E dan VIII G sebanyak 72 siswa. Untuk memperoleh data dalam penelitian ini digunakan instrumen berupa tes kemampuan komunikasi matematis dan angket self-confidence. Analisis data dilakukan secara kuantitatif dengan menggunakan uji-t, uji Anova dua jalur dan uji Mann-Whitney. Hasil penelitian menunjukkan bahwa: (1) tidak terdapat perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh model pembelajaran berbasis masalah dan siswa yang memperoleh model penemuan terbimbing; (2) peningkatan kemampuan komunikasi matematis siswa pada kedua pembelajaran tersebut sama-sama berada pada kategori klasifikasi sedang; (3) tidak terdapat perbedaan peningkatan kemampuan komunikasi matematis yang antara siswa yang mengikuti pembelajaran dengan model pembelajaran berbasis masalah dan siswa yang mengikuti pembelajaran dengan model penemuan terbimbing ditinjau dari KAM; (4) tidak terdapat pengaruh interaksi antara kedua model pembelajaran dan level KAM siswa dalam peningkatan kemampuan komunikasi matematis siswa; (5) terdapat perbedaan self-confidence antara siswa yang mendapatkan model pembelajaran berbasis masalah dan model penemuan terbimbing.;---This study aims to examine the differences of the improvement of mathematical communication ability between the students who receive problem-based learning model and those who receive guided-discovery learning model, investigate the differences of the improvements of mathematical communication abilities viewed from KAM level, explore the interactions between the learning models and students' KAM level in enhancing their mathematical communication ability, as well as examine the differences of self-confidence between the students who learn through problem-based learning and guided-discovery learning model. This study is a quasi-experimental research with all eight grade students in one state high school in Tasikmalaya as the population. The samples of this study are VIII E and VIII G class with 72 students. To obtain data in this research, the instruments in form of tests of mathematical communication ability and self-confidence questionnaires are employed. The data analysis is done quantitatively using T-tests, two-tailed ANOVA tests, and Mann-Whitney tests. The result of this study shows that: (1)there are no differences of improvements of mathematical communication abilities between the students who receive problem-based learning and those receiving guided-discovery learning; (2) the improvements of students' mathematical communication ability on those two learning models are both at the middle classification category; (3) there are no differences of the improvements of mathematical communication abilities between the students who are involved in problem-based learning and those involved in guided discovery learning, viewed from KAM; (4) there are no influences of interactions between the learning models and the students' KAM level in improving their mathematical communication ability; (5) there are differences of self-confidence between the students who get problem-based learning and guided-discovery learning model.