BLENDED LEARNING BERBASIS PENDEKATAN SAINTIFIK DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS SISWA SMA

• Main Author: Hibatul Azizi, - (Author)
• Format: Book
• Published: 2019-08-09.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/38011/1/T_MTK_1706350_Title.pdf; http://repository.upi.edu/38011/2/T_MTK_1706350_Chapter1.pdf; http://repository.upi.edu/38011/3/T_MTK_1706350_Chapter2.pdf; http://repository.upi.edu/38011/4/T_MTK_1706350_Chapter3.pdf; http://repository.upi.edu/38011/5/T_MTK_1706350_Chapter4.pdf; http://repository.upi.edu/38011/6/T_MTK_1706350_Chapter5.pdf; http://repository.upi.edu/38011/7/T_MTK_1706350_Appendix.pdf
• Keywords: HE Transportation and Communications; L Education (General); QA Mathematics

Tujuan penelitian ini adalah untuk mengetahui pengaruh blended learning berbasis pendekatan saintifik terhadap pencapaian dan peningkatan kemampuan berpikir kritis dan komunikasi matematis siswa kelas X. Penelitian dilatarbelakangi oleh rendahnya kemampuan berpikir kritis dan komunikasi matematis siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Terdapat dua kelompok sampel dalam penelitian ini, yaitu kelompok eksperimen sebanyak 29 siswa dan kelompok kontrol sebanyak 27 siswa. Sampel dipilih secara acak kelas dari salah satu SMA swasta di Bandung. Kelompok eksperimen mendapatkan pembelajaran dengan model blended learning berbasis pendekatan saintifik dan kelompok kontrol memperoleh model pembelajaran biasa. Instrumen yang digunakan dalam penelitian ini berupa tes uraian dan pilihan ganda kemampuan berpikir kritis dan komunikasi matematis. Data yang diperoleh kemudian dianalisis menggunakan uji normalitas, homogenitas, dan perbedaan dua rata-rata. Data N-gain digunakan untuk mengetahui peningkatan kemampuan berpikir kritis dan komunikasi matematis siswa. Hasil penelitian menunjukkan bahwa pencapaian kemampuan berpikir kritis matematis siswa yang memperoleh blended learning berbasis pendekatan saintifik lebih tinggi daripada siswa yang memperoleh pembelajaran biasa. Kedua, peningkatan kemampuan berpikir kritis matematis siswa yang memperoleh blended learning berbasis pendekatan saintifik secara signifikan lebih tinggi daripada siswa yang memperoleh pembelajaran biasa. Ketiga, pencapaian kemampuan komunikasi matematis siswa yang memperoleh blended learning berbasis pendekatan saintifik tidak lebih tinggi daripada siswa yang memperoleh pembelajaran biasa. Dan keempat, peningkatan kemampuan komunikasi matematis siswa yang memperoleh blended learning berbasis pendekatan saintifik secara signifikan tidak lebih tinggi daripada siswa yang memperoleh pembelajaran biasa. The aims of this study was to determine the effect of blended learning based on a scientific approach to the achievement and improvement of critical thinking skills and mathematical communication of class X students. The research was motivated by the low critical thinking skills and mathematical communication of students. This study uses a quantitative approach with a quasi-experimental method. There are two sample groups in this study, namely the experimental group as many as 29 students and the control group as many as 27 students.. The sample was randomly selected from one of the private high schools in Bandung. The experimental group received learning with the blended learning model based on the scientific approach and the control group obtained an ordinary learning model. The instrument used in this study is a description test and multiple choice critical thinking skills and mathematical communication. Data obtained were then analyzed using normality, homogeneity, and two-mean differences. N-gain data is used to determine the improvement of critical thinking skills and mathematical communication of students. The results showed that the achievement of mathematical critical thinking skills of students who obtained blended learning based on the scientific approach was higher than that of students who received regular learning. Second, the increase in mathematical critical thinking skills of students who obtain blended learning based on the scientific approach is significantly higher than students who get regular learning. Third, the achievement of mathematical communication skills of students who get blended learning based on the scientific approach is no higher than students who get regular learning. And fourth, the increase in mathematical communication skills of students who obtain blended learning based on the scientific approach is not significantly higher than that of students who get regular learning.