MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN BERPIKIR KRITIS SISWA DENGAN PENERAPAN PENDEKATAN LEARNER AUTONOMY

• Main Author: Tohir, Muhammad (Author)
• Format: Book
• Published: 2016-12-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/34036/1/T_MTK_1402614_Title.pdf; http://repository.upi.edu/34036/2/T_MTK_1402614_Abstract.pdf; http://repository.upi.edu/34036/3/T_MTK_1402614_Table_of_Content.pdf; http://repository.upi.edu/34036/4/T_MTK_1402614_Chapter1.pdf; http://repository.upi.edu/34036/5/T_MTK_1402614_Chapter2.pdf; http://repository.upi.edu/34036/6/T_MTK_1402614_Chapter3.pdf; http://repository.upi.edu/34036/7/T_MTK_1402614_Chapter4.pdf; http://repository.upi.edu/34036/8/T_MTK_1402614_Chapter5.pdf; http://repository.upi.edu/34036/9/T_MTK_1402614_Bibliography%27.pdf; http://repository.upi.edu/34036/10/T_MTK_1402614_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian dilakukan karena masih masih rendahnya kemampuan komunikasi matematis dan berpikir kritis siswa yang disebabkan oleh pelaksanaan pembelajaran secara konvensional. Tujuan penelitian in adalah untuk menelaah peningkatan kemampuan komunikasi matematis dan berpikir kritis siswa kelas yang memperoleh pembelajaran dengan pendekatan learner autonomy dan siswa yang memperoleh pembelajaran konvensional dengan pokok bahasan segitiga. Jenis penelitian ini merupakan kuasi eksperimen dengan sampel dua kelas dari seluruh siswa kelas VII di salah satu Sekolah Menengah Pertama (SMP) Negeri Bandung. Kelas eksperimen memperoleh pembelajaran dengan pendekatan learner autonomy dan kelas kontrol memperoleh pembelajaran konvensional. Instrumen penelitian meliputi tes kemampuan komunikasi matematis dan berpikir kritis, angket respon, dan lembar observasi. Pengolahan data menggunakan Independent Sample t-Test, Mann-Whitney U, dan Krusskall Wallis. Dari hasil penelitian disimpulkan: 1) Tidak terdapat perbedaa peningkatan kemampuan komunikasi matematis di kedua kelas, 2) Tidak terdapat perbedaan peningkatan kemampuan komunikasi matematis di kelas eksperimen ditinjau berdasarkan Kemampuan Awal Matematika (KAM), sedangkan di kelas kontrol terdapat perbedaan peningkatan kemampuan komunikasi pada KAM tinggi dan rendah, 3) Peningkatan kemampuan berpikir kritis siswa kelas kontrol lebih baik dibandingkan dengan siswa kelas eksperimen, 4) Tidak terdapat perbedaan peningkatan kemampuan berpikir kritis di kedua kelas ditinjau dari KAM, dan 5) Siswa memiliki sikap positif terhadap pendekatan learner autonomy. ----------The study was conducted because there is lack of mathematical communication skills and critical thinking of students caused by the implementation of conventional learning. This research aims to examine the improvement in mathematical communication ability and critical thinking of students who received learning with learner autonomy approach and students who received conventional teaching on topic of the triangle. This research used quasi experimental with samples are two classes of all grade VII in one of the Junior High School (SMP) in Bandung. Experimental class received learning with learner autonomy approach and control class received conventional learning. The research instruments include tests of mathematical communication skills and critical thinking, questionnaire responses and observation sheet. The data analized by using independent sample t-test, Mann-Whitney U, and Krusskall Wallis. The results showed: 1) There is no difference in improvement of mathematical communication ability in both of classes, 2) There is no difference in improvement of mathematical communication ability in the experimental class if reviewed by Prior Mathematics Ability (KAM), whereas in the control class there is different in improvement of mathematical communication at high and low KAM, 3) Improvement of critical thinking skills in the control class better than the experimental class, 4) There is no different in improvement of critical thinking skills in both of classes if reviewed by KAM, and 5) students have a positive response to the learner autonomy approach.