MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS SERTA DISPOSISI MATEMATIS SISWA MELALUI STRATEGI K-N-W-S

• Main Author: Ramlah Amalia, - (Author)
• Format: Book
• Published: 2018-08-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/36563/1/T_MAT_1602753_Title.pdf; http://repository.upi.edu/36563/2/T_MAT_1602753_Abstract.pdf; http://repository.upi.edu/36563/3/T_MAT_1602753_Table_of_Content.pdf; http://repository.upi.edu/36563/4/T_MAT_1602753_Chapter1.pdf; http://repository.upi.edu/36563/5/T_MAT_1602753_Chapter2.pdf; http://repository.upi.edu/36563/6/T_MAT_1602753_Chapter3.pdf; http://repository.upi.edu/36563/7/T_MAT_1602753_Chapter4.pdf; http://repository.upi.edu/36563/8/T_MAT_1602753_Chapter5.pdf; http://repository.upi.edu/36563/9/T_MAT_1602753_Bibliography.pdf; http://repository.upi.edu/36563/10/T_MAT_1602753_Appendix.pdf
• Keywords: QA Mathematics

Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan berpikir kritis dan kemampuan komunikasi matematis serta pencapaian disposisi matematis antara siswa yang belajar dengan strategi K-N-W-S dan strategi pembelajaran konvensional, secara keseluruhan serta ditinjau dari kategori Kemampuan Matematis Awal (KMA). Desain penelitian yang digunakan yaitu Nonequivalent Pretest and PosttestControl Group Design dan Post response Only Control Design. Populasi pada penelitian merupakan seluruh siswa kelas VIII SMPN di Kota Bandung. Teknik pengambilan sampel menggunakan purposive sampling dengan mengambil dua kelas yang sudah tersedia sebagai kelas eksperimen yang terdiri dari 35 siswa dan kelas kontrol yang terdiri dari 33 siswa. Materi penelitian yaitu statistika. Pengumpulan data menggunakan instrumen tes uraian, angket dan lembar observasi. Hasil penelitian menunjukkan bahwa: 1) peningkatankemampuan berpikir kritis matematis siswa yang belajar dengan strategi K-N-W-S lebih tinggi secara signifikan daripada siswa yang belajar dengan pembelajaran konvensional ditinjau secara keseluruhan dan pada katagori KMA rendah, sedangkan katagori KMA tinggi dan sedang peningkatankemampuan berpikir kitis matematis siswa yang belajar dengan strategi KNWS tidak lebih tinggi secara signifikan daripada siswa yang belajar dengan strategi pembelajaran konvensional; 2) peningkatan kemampuan komunikasi siswa yang belajar dengan strategi K-N-W-S lebih tinggi secara signifikan daripada siswa yang belajar dengan pembelajaran konvensional ditinjau dari kategori KMA rendah, sedangkan secara keseluruhan dan pada kategori KMA tinggi dan rendah, peningkatan kemampuan komunikasi matematis siswa yang belajar dengan strategi K-N-W-S tidak lebih tinggi secara signifikan daripada siswa yang belajar dengan pembelajaran konvensional; 3) pencapaian disposisi matematis siswa yang belajar dengan strategi K-N-W-S tidak lebih baik secara signifikan daripada siswa yang belajar dengan strategi pembelajaran konvensional.;--The aim of this study is to analyze the enhancement of students' mathematical critical thinking ability, mathematical communication ability and mathematics disposition between students who studied by K-N-W-S strategy and conventional learning, both as a who leand in terms of the category of Early Mathematical Ability (KMA). This research used quantitative approach with quasi experimental method of Nonequivalent Pretest and Posttest Control Group Design. Population in this reasearch was 8th grade student. The sampling technique used purposive sampling , Two classes ware taken randomly as the reseach sample which consisting of 35 students in the experimental group and 33 students in the control group. The students learned statistics. An essay test was administered to measure students' mathematical critical thinking and mathematical communication ability and also mathematical disposition data were obtained by questionnaire and observation sheet. The results showed that: 1) the enhancement of the students' mathematical critical thinking ability who studied K-N-W-S strategy is significantly higher than students who studied by conventional learning reviewed overall and in low KMA categories. In terms of high and medium KMA category, the enhancement of the students' mathematical critical thinking ability who studied by K-N-W-S strategy is not significantly higher than the students who studiedby conventional learning; 2) the enhancement of the students' mathematical communication ability who studied by K-N-W-S strategy is significantly higher than students who studied by conventional learning in terms of low KMA categories. In terms of high and medium KMA category and also overall , the enhancement of the students' mathematical communication ability who studied by K-N-W-S strategy is not significantly higher than the students who studiedby conventional learning; 3) the achievement of students'mathematical disposition who studied by K-N-W-S strategy is not significantly better than the students who studiedby conventional learning.