MODEL PEMBELAJARAN THINKING ACTIVELY IN A SOCIAL CONTEXT UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH, LITERASI DAN SELF EFFICACY MATEMATIS: Penelitian Kuasi Eksperimen pada Salah Satu SMP Negeri di Kota Bandung

• Main Author: Wieka Septiyana, - (Author)
• Format: Book
• Published: 2018-07-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/36841/1/T_MTK_1605293_Title.pdf; http://repository.upi.edu/36841/2/T_MTK_1605293_Abstract.pdf; http://repository.upi.edu/36841/3/T_MTK_1605293_Table_of_Content.pdf; http://repository.upi.edu/36841/4/T_MTK_1605293_Chapter1.pdf; http://repository.upi.edu/36841/5/T_MTK_1605293_Chapter2.pdf; http://repository.upi.edu/36841/6/T_MTK_1605293_Chapter3.pdf; http://repository.upi.edu/36841/7/T_MTK_1605293_Chapter4.pdf; http://repository.upi.edu/36841/8/T_MTK_1605293_Chapter5.pdf; http://repository.upi.edu/36841/9/T_MTK_1605293_Bibliography.pdf; http://repository.upi.edu/36841/10/T_MTK_1605293_Appendix.pdf
• Keywords: LB1603 Secondary Education. High schools

Rendahnya kemampuan pemecahan masalah dan literasi matematis, serta pentingnya self efficacy matematis bagi siswa menjadi dasar dilakukannya penelitian ini. Model pembelajaran TASC merupakan salah satu model pembelajaran yang diduga dapat mengatasi permasalahan tersebut. Penelitian ini bertujuan mengkaji kemampuan pemecahan masalah, literasi dan self efficacy matematis. Desain yang digunakan adalah non-equivalent control group design dan subjek penelitian adalah siswa kelas VII di salah satu SMP Kota Bandung. Instrumen yang digunakan yaitu tes uraian kemampuan pemecahan masalah dan literasi matematis, serta skala self efficacy. Pada taraf signifikansi 0,05 dapat disimpulkan bahwa: a) Peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran TASC lebih tinggi daripada siswa yang mendapatkan pembelajaran biasa ditinjau secara keseluruhan siswa dan KAM sedang, akan tetapi berdasarkan KAM tinggi dan rendah menunjukkan peningkatan kemampuan pemecahan masalah siswa dengan model pembelajaran TASC tidak lebih tinggi daripada siswa dengan model pembelajaran biasa; b) Peningkatan kemampuan literasi matematis siswa yang mendapatkan model pembelajaran TASC lebih tinggi daripada siswa yang mendapatkan pembelajaran biasa ditinjau secara keseluruhan siswa, akan tetapi berdasarkan kategori KAM (tinggi, sedang dan rendah) menunjukkan kemampuan literasi matematis siswa yang memperoleh model pembelajaran TASC tidak lebih baik dari siswa yang memperoleh pembelajaran biasa; c) Pencapaian self efficacy matematis siswa yang mendapatkan model pembelajaran TASC lebih baik daripada siswa yang mendapatkan pembelajaran biasa ditinjau secara keseluruhan siswa dan KAM sedang, akan tetapi berdasarkan KAM tinggi dan rendah menunjukkan bahwa self efficacy matematis siswa yang memperoleh model pembelajaran TASC tidak lebih tinggi daripada siswa yang memperoleh model pembelajaran biasa.;-- The students' low mathematical problem solving skill and literacy, as well as the importance of their mathematical self efficacy become the basis of this research. The TASC learning model is one of the learning models used to address the problem. This study aims to examine the students' mathematical problem solving skill, literacy and self efficacy. It is designed as an experimental study with non-equivalent control group. The subjects of this research are 52 seventh graders at one of junior high schools in Bandung. The instruments used include mathematical problem solving and literacy tests and questionnaire about self efficacy. At the 0.05 significance level, three conclusive points are drawn. First, the enhancement of students' mathematical problem solving skill who receive TASC learning model is higher than those who receive the traditional learning model viewed from the overall results and from the medium-level students' results of early mathematical ability (EMA). However, the enhancement of students' problem solving skill with the TASC learning model who got high- and low-level results of EMA is not higher than those with the traditional learning model. Second, the enhancement of the students' mathematical literacy skill who receive TASC learning model is higher than those who receive the traditional learning model viewed from the overall results. However, based on the results of EMA (high, medium and low levels) show that such enhancement of students who receive the TASC learning model is not better than those who receive the traditional learning model. Third, the results of students'mathematical self-efficacy who receive the TASC learning model are better than those who receive the traditional learning model viewed from the overall results and from the medium-level results of EMA. However, based on the high- and low-level results of EMA, such results of students who receive the TASC learning model are not higher than those who receive the traditional learning model.