PENINGKATAN KEMAMPUAN KOMUNIKASI DAN PENURUNAN KECEMASAN MATEMATIS SISWA SMP DENGAN PEMBELAJARAN DIFFERENTIATED INSTRUCTION

• Main Author: Lilis Nurasiah, - (Author)
• Format: Book
• Published: 2019-06-18.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan komunikasi dan penurunan kecemasan matematis siswa menggunakan pembelajaran Differentiated Instruction. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Sebanyak 35 orang siswa kelompok eksperimen dan 35 siswa kelompok kontrol pada kelas VIII di salah satu SMP di Kota Cimahi menjadi sampel penelitian. Kelompok eksperimen mendapatkan pembelajaran dengan pembelajaran Differentiated Instruction dan kelompok kontrol memperoleh pembelajaran biasa. Instrumen yang digunakan dalam penelitian ini berupa tes kemampuan komunikasi matematis dan angket pernyataan kecemasan matematis siswa. Data yang diperoleh kemudian dianalisis menggunakan uji normalitas, homogenitas, dan perbedaan dua rata-rata. Hasil penelitian menunjukkan bahwa: (1) Peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran dengan pendekatan Differentiated Instruction lebih tinggi daripada siswa yang memperoleh pembelajaran biasa; (2) Peningkatan kemampuan komunikasi matematis siswa kategori KMA tinggi yang memperoleh pembelajaran Differentiated Instruction lebih tinggi daripada siswa yang memperoleh pembelajan biasa; (3) Peningkatan kemampuan komunikasi matematis siswa kategori KMA sedang dan rendah yang memperoleh pembelajaran dengan pendekatan Differentiated Instruction tidak lebih tinggi daripada siswa yang memperoleh pembelajaran biasa; (4) Penurunan kecemasan matematis siswa yang memperoleh pembelajaran dengan pendekatan Differentiated Instruction tidak lebih tinggi daripada siswa yang memperoleh pembelajaran dengan pembelajaran biasa. This study aims to analyze the increase of junior high school student's mathematical communication ability and mathematical anxiety using Differentiated Instruction learning. This research uses a quantitative approach with a quasi-experimental method. 35 students of experimental group students and 35 students control group from eight grade in one of junior high schools in Cimahi became the research sample. The experimental group learned with Differentiated Instruction learning and the control group learned with conventional learning. The instruments used in this research were test of mathematical communication ability and questionnaires of mathematical anxiety. Data obtained were then analyzed using a test of normality, homogeneity, and two-mean differences. The results showed that: (1) Improved mathematical communication ability of students who learned with Differentiated Instruction learning was higher than students who learned conventional learning; (2) Improved mathematical communication ability of students in the high KMA category who learned with Differentiated Instruction learning is higher than students who get conventional learning; (3) Improvement of students' mathematical communication ability in the medium and low KMA categories who learned with Differentiated Instruction learning is not higher than students who learned conventional learning; (4) Decreasing mathematical anxiety of students who learned with Differentiated Instruction learning is not higher than students who learned with conventional learning.

Item Description

http://repository.upi.edu/35840/3/T_MTK_1706789_Title.pdf
http://repository.upi.edu/35840/1/T_MTK_1706789_Chapter1.pdf
http://repository.upi.edu/35840/4/T_MTK_1706789_Chapter2.pdf
http://repository.upi.edu/35840/2/T_MTK_1706789_Chapter3.pdf
http://repository.upi.edu/35840/5/T_MTK_1706789_Chapter4.pdf
http://repository.upi.edu/35840/6/T_MTK_1706789_Chapter5.pdf
http://repository.upi.edu/35840/7/T_MTK_1706789_Appendix.pdf