PENINGKATAN KEMAMPUAN BERPIKIR ALJABAR DAN MATHEMATICAL HABITS OF MIND SISWA YANG MEMPEROLEH PEMBELAJARAN DENGAN MODEL THINK PAIR SHARE (TPS)

• Main Author: Vingky Zulfa Asria, - (Author)
• Format: Book
• Published: 2019-08-06.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/37309/8/T_MTK_1706301_Tittle.pdf; http://repository.upi.edu/37309/2/T_MTK_1706301_Chapter%201.pdf; http://repository.upi.edu/37309/3/T_MTK_1706301_Chapter%202.pdf; http://repository.upi.edu/37309/4/T_MTK_1706301_Chapter%203.pdf; http://repository.upi.edu/37309/5/T_MTK_1706301_Chapter%204.pdf; http://repository.upi.edu/37309/6/T_MTK_1706301_Chapter%205.pdf; http://repository.upi.edu/37309/7/T_MTK_1706301_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian ini bertujuan untuk memperoleh gambaran tentang peningkatan kemampuan berpikir aljabar dan mathematical habits of mind siswa yang memperoleh pembelajaran dengan model Think Pair Share (TPS). Penelitian ini menggunakan model kuasi eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas XI pada salah satu SMA di Pekanbaru. Adapun sampel penelitiannya adalah dua kelas siswa yang dipilih dengan teknik purposive sampling. Data dalam penelitian dikumpulkan melalui tes dan non-tes. Data yang diperoleh selanjutnya dianalisis menggunakan uji Analysis of Variance (ANOVA) dua arah dengan desain faktorial 3×2. Berdasarkan hasil analisis, disimpulkan bahwa: (1) Tidak ada perbedaan peningkatan kemampuan berpikir aljabar yang signifikan antara siswa yang memperoleh pembelajaran dengan model TPS dan siswa yang memperoleh pembelajaran langsung; (2) Peningkatan kemampuan berpikir aljabar siswa yang kemampuan awal matematisnya tinggi lebih tinggi daripada siswa yang kemampuan awal matematisnya sedang dan rendah; (3) Tidak ada pengaruh interaksi antara model pembelajaran dan kemampuan awal matematis siswa terhadap kemampuan berpikir aljabar siswa; (4) Peningkatan mathematical habits of mind siswa yang memperoleh pembelajaran dengan model Think Pair Share (TPS) lebih tinggi daripada siswa yang memperoleh pembelajaran langsung; (5) Peningkatan mathematical habits of mind siswa yang kemampuan awal matematisnya tinggi lebih tinggi daripada siswa yang kemampuan awal matematisnya sedang dan rendah; (6) Tidak ada pengaruh interaksi antara model pembelajaran dan kemampuan awal matematis siswa terhadap mathematical habits of mind siswa. ----- This study aims to obtain an overview of the improvement of the ability of algebraic thinking and mathematical habits of mind of students who get learning using the Think Pair Share model. This research used a quasi-experimental model. Implementation of this research was conducted on grade XI students in one of senior high school in Pekanbaru. The research sample was two groups of students selected by purposive sampling technique. Data in this research were collected through tests and non-tests. The data obtained was using Two-Way Analysis of Variance test with 3×2 factorial desain. Based on the results of the analysis, it was concluded that: (1) There was no difference in improvement in significant algebraic thinking skills between students who received learning by the Think Pair Share model and students who received direct learning; (2) The improvement of students' algebraic thinking ability with high initial mathematical abilities is higher than students with medium and low mathematical initial abilities; (3) There is no influence of the interaction between the learning model and the students 'initial mathematical abilities towards the students' ability to think algebra; (4) The improvement of students' mathematical habits of mind who get learning with the Think Pair Share model is higher than students who get direct learning; (5) The improvement of mathematical habits of mind students who have high initial mathematical abilities are higher than students with medium and low mathematical initial abilities; (6) There is no influence of interaction between learning models and students 'initial mathematical abilities towards students' mathematical habits of mind.