KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN HABITS OF STRIVING FOR ACCURACY AND PRECISION DALAM PEMBELAJARAN DENGAN PENDEKATAN RIGOROUS MATHEMATICAL THINKING: Penelitian Kuasi Eksperimen terhadap Siswa Kelas VIII pada salah satu SMP Negeri di Kabupaten Bandung Barat

• Main Author: Yunita Herdiana, - (Author)
• Format: Book
• Published: 2018-07-18.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk menganalisis pencapaian, peningkatan, dan perbedaan kemampuan pemecahan masalah matematis siswa yang mendapatkan pembelajaran dengan pendekatan rigorous mathematical thinking dan pendekatan saintifik. Selain itu, penelitian ini juga bertujuan untuk menganalisis pencapaian dan perbedaan habits of striving for accuracy and precision siswa yang mendapatkan pembelajaran dengan pendekatan rigorous mathematical thinking dan pendekatan saintifik. Populasi pada penelitian ini adalah seluruh siswa kelas VIII di salah satu SMP Negeri di Kabupaten Bandung Barat. Sampelnya adalah satu kelas yang mendapat pembelajaran dengan pendekatan rigorous mathematical thinking dan satu kelas lainnya yang mendapatkan pendekatan saintifik, yang masing-masing berjumlah 32 siswa. Metode penelitian yang digunakan pada penelitian ini adalah kuasi eksperimen. Instrumen tes yang digunakan adalah soal pre-test dan post-test kemampuan pemecahan masalah matematis, serta skala habits of striving for accuracy and precision. Berdasarkan hasil dan pembahasan dapat disimpulkan bahwa: (1) pencapaian kemampuan pemecahan masalah matematis siswa yang mendapatkan pendekatan RMT lebih baik daripada siwa yang mendapatkan pendekatan saintifik; (2) peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan pendekatan RMT lebih baik daripada siswa yang mendapatkan pendekatan saintifik, ditinjau secara keseluruhan, berdasarkan KAM tinggi, KAM sedang, dan KAM rendah; (3) tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan pendekatan RMT berdasarkan KAM tinggi, KAM sedang, dan KAM rendah.; (4) pencapaian habits of striving for accuracy and precision matematis siswa yang mendapatkan pendekatan RMT lebih baik daripada siswa yang mendapatkan pendekatan saintifik; (5) terdapat perbedaan habits of striving for accuracy and precision matematis siswa yang mendapatkan pendekatan RMT dengan siswa yang mendapatkan pendekatan saintifik bila ditinjau berdasarkan KAM sedang, namun untuk siswa KAM tinggi dan KAM rendah tidak terdapat perbedaan yang signifikan.;-- This research is aimed to investigate the achievement, improvement, and differences of students' mathematical problem solving ability who get rigorous mathematical thinking approach and scientific approach. In addition, this research is aimed to investigate the achievement and differences of habits of striving for accuracy and precision between students who get rigorous mathematical thinking approach and scientific approach. The population used in this research was student in 8th grade in one of junior high school in West Bandung Regency. The sample was one class who gets learning by rigorous mathematical thinking approach and one other class who gets scientific approach, each of which amounted to 32 students. The method in this research was quasi experiment. The instrument in this research is a matter of pre-test and post-test mathematical problem solving ability, and habits of striving for accuracy and precision scale. Based on the result and discussion, it can be conclude that: (1) the achievement of mathematical problem solving ability of students who get the RMT approach is better than the students who get a scientific approach; (2) improving students' mathematical problem-solving abilities that get a better RMT approach than students who get a scientific approach, reviewed overall, based on students' high category, students' moderate category, and students' low category; (3) there is no difference in the improvement of students' mathematical problem solving abilities that get RMT approach based on students' high category, students' moderate category, and students' low category; (4) the achievement of the habits of striving for accuracy and precision of mathematical students who get RMT approach is better than students who get a scientific approach; (5) there is a difference of habits of striving for accuracy and precision of mathematical students who get RMT approach with students who get a scientific approach when reviewed under students' moderate category, but students' high category and students' low category there is no significant difference.

Item Description

http://repository.upi.edu/37548/1/T_MTK_1602894_Title.pdf
http://repository.upi.edu/37548/2/T_MTK_1602894_Abstract.pdf
http://repository.upi.edu/37548/3/T_MTK_1602894_Table_of_Content.pdf
http://repository.upi.edu/37548/4/T_MTK_1602894_Chapter1.pdf
http://repository.upi.edu/37548/5/T_MTK_1602894_Chapter2.pdf
http://repository.upi.edu/37548/6/T_MTK_1602894_Chapter3.pdf
http://repository.upi.edu/37548/7/T_MTK_1602894_Chapter4.pdf
http://repository.upi.edu/37548/8/T_MTK_1602894_Chapter5.pdf
http://repository.upi.edu/37548/9/T_MTK_1602894_Bibliography.pdf
http://repository.upi.edu/37548/10/T_MTK_1602894_Appendix1.pdf
http://repository.upi.edu/37548/11/T_MTK_1602894_Appendix2.pdf