PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN SELF-CONFIDENCE SISWA YANG MEMPEROLEH PEMBELAJARAN DENGAN PENDEKATAN METACOGNITIVE SCAFFOLDING

• Main Author: Aulia Putri, - (Author)
• Format: Book
• Published: 2019-08-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/37831/1/T_MTK_1707022_Title.pdf; http://repository.upi.edu/37831/2/T_MTK_1707022_Chapter1.pdf; http://repository.upi.edu/37831/3/T_MTK_1707022_Chapter2.pdf; http://repository.upi.edu/37831/4/T_MTK_1707022_Chapter3.pdf; http://repository.upi.edu/37831/5/T_MTK_1707022_Chapter4.pdf; http://repository.upi.edu/37831/6/T_MTK_1707022_Chapter5.pdf; http://repository.upi.edu/37831/7/T_MTK_1707022_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Tujuan penelitian ini adalah untuk memperoleh gambaran secara komprehensif tentang peningkatan kemampuan berpikir kritis matematis dan self-confidence siswa yang memperoleh pembelajaran dengan pendekatan metacognitive scaffolding. Penelitian ini merupakan penelitian quasi eksperimen. Desain dalam penelitian ini adalah non-equivalent pretest and postest control group design. Kelas eksperimen diberi pembelajaran dengan pendekatan metacognitive scaffolding dan kelas kontrol diberi pembelajaran konvensional. Populasi dalam penelitian ini adalah 150 siswa SMA kelas X tahun ajaran 2018/2019 di salah satu sekolah di kota Bandung. Instrumen yang digunakan terdiri atas soal tes kemampuan berpikir kritis dan skala self-confidence. Analisis statistika yang digunakan dalam penelitian ini adalah uji Mann-whitney dan Anova dua jalur. Hasil penelitian menunjukkan bahwa: (1) Peningkatan kemampuan berpikir kritis matematis siswa yang mendapatkan pembelajaran dengan pendekatan metacognitive scaffolding lebih tinggi secara signifikan daripada siswa yang mendapatan pembelajaran konvensional; (2) Terdapat perbedaan peningkatan kemampuan berpikir kritis matematis secara signifikan antara siswa yang mendapatkan pembelajaran dengan pendekatan metacognitive scaffolding bila ditinjau berdasarkan KAM (tinggi, sedang, rendah); (3) Pencapaian self-confidence siswa yang mendapat pembelajaran dengan pendekatan metacognitive scaffolding lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran konvensional ditinjau secara keseluruhan. The aim of this study was to obtain a comprehensive picture of the enhancement of mathematical critical thinking and self-confidence of students who had learned using the metacognitive scaffolding approach. This study was quasi-experimental study. The design of this study was non-equivalent pretest and posttest control group design. There were two groups of sample used in the study. The experimental group was given learning with metacognitive scaffolding approach and the control group was given conventional learning. The population in this study were 150 senior high school students of grade X in batch 2018/2019 in one school in Bandung. The instruments used consisted of mathematical critical thinking skill test and self-confidence scale. The statistical analysis used in this study was the Mann-Whitney U test and Two-way ANOVA. The results of this study show that: (1) The enhancement of mathematical critical thinking ability of students who obtained learning with the metacognitive scaffolding approach is significantly higher than those of the students who obtained conventional learning; (2) There is difference in the enhancement in mathematical critical thinking ability significantly among students who obtained learning using the metacognitive scaffolding approach when reviewed based on KAM (high, medium, low); (3) The enhancement of self-confidence of students who obtained learning with the metacognitive scaffolding approach is significantly higher than those of the students who obtained conventional learning.