PENINGKATAN LITERASI MATEMATIS DAN DISPOSISI MATEMATIS SISWA SEKOLAH DASAR MELALUI PROBLEM BASED LEARNING DAN DIRECT INSTRUCTION

• Main Author: Firdaus, Fery Muhamad (Author)
• Format: Book
• Published: 2017-03-02.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/29877/1/D_PD_1402087_Title.pdf; http://repository.upi.edu/29877/2/D_PD_1402087_Abstract.pdf; http://repository.upi.edu/29877/3/D_PD_1402087_Table_of_content.pdf; http://repository.upi.edu/29877/4/D_PD_1402087_Chapter1.pdf; http://repository.upi.edu/29877/5/D_PD_1402087_Chapter2.pdf; http://repository.upi.edu/29877/6/D_PD_1402087_Chapter3.pdf; http://repository.upi.edu/29877/7/D_PD_1402087_Chapter4.pdf; http://repository.upi.edu/29877/8/D_PD_1402087_Chapter5.pdf; http://repository.upi.edu/29877/9/D_PD_1402087_Bibliography.pdf; http://repository.upi.edu/29877/10/D_PD_1402087_Appendix.pdf
• Keywords: L Education (General); LB1501 Primary Education; PL Languages and literatures of Eastern Asia, Africa, Oceania

Penelitian ini dilatarbelakangi oleh keadaan siswa sekolah dasar (SD) yang mengindikasikan rendahnya kemampuan literasi dan disposisi matematis siswa, sehingga penelitian ini bertujuan untuk membandingkan perbedaan peningkatan literasi dan disposisi matematis siswa yang mendapat model problem based learning (PBL) dengan siswa yang mendapat model direct instruction (DI). Penelitian dilakukan dengan mixed method sequential explanatory design pada siswa kelas V sekolah dasar negeri di Bandung dengan tiga kategori lokasi sekolah (desa, kota dan daerah transisi). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan peningkatan literasi matematis siswa yang mendapat model PBL dengan yang mendapat model DI baik di sekolah yang berlokasi di desa, kota maupun daerah transisi, (2) terdapat perbedaan peningkatan literasi matematis yang siginfikan siswa antar ketiga kategori Pengetahuan Awal Matematika (PAM) setelah mendapat model PBL dengan siswa yang mendapat model DI, (3) tidak terdapat pengaruh interaksi antara model pembelajaran dengan faktor lokasi sekolah terhadap peningkatan literasi matematis siswa, (4) terdapat pengaruh interaksi antara model pembelajaran dengan kategori PAM siswa terhadap peningkatan literasi matematis siswa, (5) peningkatan disposisi matematis siswa yang mendapat model PBL lebih baik daripada peningkatan disposisi matematis siswa yang mendapat model DI, indikator disposisi matematis siswa yang sangat baik yaitu semangat atau motivasi siswa yang mendapat model PBL, serta indikator diposisi matematis yang mengalami perbedaan yang paling tinggi antara siswa yang mendapat model PBL dan siswa yang mendapat model DI yaitu rasa ingin tahu siswa. Hasil penelitian ini merekomendasikan: (1) model problem based learning sebaiknya dilaksanakan oleh setiap guru, terutama guru yang mengajar di kota, (2) model problem based learning sebaiknya dilaksanakan terhadap setiap kategori PAM siswa, terutama kategori PAM siswa tinggi, (3) model problem based learning sebaiknya dilaksanakan sebagai upaya meningkatkan disposisi matematis siswa, terutama terhadap motivasi belajar dan rasa ingin tahu siswa. Kata Kunci: literasi matematis, disposisi matematis, problem based learning, direct instruction, pembelajaran geometri di sekolah dasar. The research was driven by the primary school student conditions whose lacking of literacy skills and mathematical disposition, therefore this study aimed to compare the improvement of literacy and mathematical dispositions of students who received a model of problem-based learning (PBL) with students getting direct instruction (DI) model. The research conducted by sequential explanatory mixed method design in fifth grader students in public primary schools in Bandung with three categories of school location (rural, city and transition). The results showed that: (1) There is a difference in the improvement in mathematical literacy of students who received PBL models comfared to DI models which are better in schools located in rural, urban and transition regions, (2) there are significant differences in students' mathematical literacy improvement among the three categories of mathematics prior knowledge after obtaining the model PBL comfared to students getting DI models, (3) there is no interaction effect between the model of learning by school location factors to the increase in students' mathematical literacy, (4) there is an interaction effect between the learning model with prior matematical knowledge category of students to increase students' mathematical literacy, (5) an increase in the disposition of mathematical students who get the model PBL is better than an increase in students' mathematical disposition of DI models. The indicators of mathematical disposition are very good from the student who received the model PBL based on their motivation, as well as indicators mathematical disposition based on student curiousity. The recommendations from this study are: (1) problem-based learning model should be carried out by individual teachers, especially teachers who teach in the city, (2) problem-based learning model should be implemented to each category of students mathematical prior knowledge, especially for student with high mathematical prior knowledge, (3) problem-based learning model should be implemented as an effort to improve students' mathematical disposition, especially on motivation to learn and students curiosity. Keywords: mathematical literacy, mathematical disposition, problem based learning, direct instruction, learning geometry in primary school.