PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN HABIT OF THINKING INTERDEPENDENTLY SISWA SMP MELALUI PENDEKATAN AUTHENTIC INSTRUCTION

• Main Author: Fevi Rahmadeni, - (Author)
• Format: Book
• Published: 2018-08-07.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/36612/1/T_MAT_1602973_Title.pdf; http://repository.upi.edu/36612/2/T_MAT_1602973_Abstract.pdf; http://repository.upi.edu/36612/3/T_MAT_1602973_Table_of_Content.pdf; http://repository.upi.edu/36612/4/T_MAT_1602973_Chapter1.pdf; http://repository.upi.edu/36612/5/T_MAT_1602973_Chapter2.pdf; http://repository.upi.edu/36612/6/T_MAT_1602973_Chapter3.pdf; http://repository.upi.edu/36612/7/T_MAT_1602973_Chapter4.pdf; http://repository.upi.edu/36612/8/T_MAT_1602973_Chapter5.pdf; http://repository.upi.edu/36612/9/T_MAT_1602973_Bibliography.pdf; http://repository.upi.edu/36612/10/T_MAT_1602973_Appendix.pdf
• Keywords: LB1603 Secondary Education. High schools; QA Mathematics

Rendahnya kemampuan pemecahan masalah matematis dan habit of thinking interdependently siswa SMP melatarbelakangi penelitian ini. Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan pemecahan masalah matematis dan habit of thinking interdependently siswa menggunakan pendekatan authentic instruction. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Sebanyak 35 orang siswa kelompok eksperimen dan 34 siswa kelompok kontrol pada kelas VIII di salah satu SMP di Kota Bengkulu menjadi sampel penelitian. Kelompok eksperimen mendapatkan pembelajaran dengan pendekatan authentic instruction dan kelompok kontrol memperoleh pembelajaran biasa. Instrumen yang digunakan dalam penelitian ini berupa tes kemampuan pemecahan masalah matematis dan angket habit of thinking interdependently. Data yang diperoleh kemudian dianalisis menggunakan uji normalitas, homogenitas, dan perbedaan dua rata-rata. Hasil penelitian menunjukkan bahwa: (1) Peningkatan kemampuan pemecahan masalah matematis siswa yang memperoleh pembelajaran dengan pendekatan authentic instruction lebih tinggi daripada siswa yang memperoleh pembelajaran biasa; (2) Peningkatan kemampuan pemecahan masalah matematis siswa kategori KAM tinggi dan sedang yang memperoleh pembelajaran dengan pendekatan authentic instruction lebih tinggi daripada siswa yang memperoleh pembelajan biasa; (3) Peningkatan kemampuan pemecahan masalah matematis siswa kategori KAM rendah yang memperoleh pembelajaran dengan pendekatan authentic instruction tidak lebih tinggi daripada siswa yang memperoleh pembelajaran biasa; (4) Habit of thinking interdependently siswa yang memperoleh pembelajaran dengan pendekatan authentic instruction lebih tinggi daripada siswa yang memperoleh pembelajaran dengan pembelajaran biasa.;--The low ability of mathematical problem solving and habit of thinking interdependently of junior high school students be a background of this research. This study aims to analyze the enhancement of junior high school student's mathematical problem solving ability and habit of thinking interdependently using authentic instruction approach. This research uses quantitative approach with quasi experiment method. 35 students of experimental group and 34 students in control group from eight grade in one of junior high school in Bengkulu became the research sample. The experimental group learned with an authentic instruction approach and the control group learned with conventional learning. The instrument used in this research is a test of mathematical problem solving ability and questionnaire of habit of thinking interdependently. The data obtained were then analyzed using a test of normality, homogeneity, and two mean differences. The result of the research shows that: (1) Ehancement of mathematical problem solving ability of students who learned with the approach of authentic instruction is higher than students who get conventional learning; (2) Enhancement of students' mathematical problem solving skills in high and medium KAM categories who learned with authentic instruction approach is higher than students in the high and medium KAM categories who received conventional learning; (3) Enhancement of students' mathematical problem solving skills in the low KAM categories who learned with authentic instruction approach is not higher than students in the low KAM category who learned with conventional learning; (4) Habit of thinking interdependently of students who learned with authentic instruction approach instruction is higher than students who learned with conventional learning.