KEMAMPUAN BERPIKIR KRITIS DAN SELF REFLECTIVE SISWA DALAM QUANTUM TEACHING MODEL MELALUI KAJIAN SEMIOTIK: Studi Kuasi Eksperimen pada Siswa SMP Negeri 1 di Kota Takengon Aceh Tengah

• Main Author: Rahmy, Zulmaulida (Author)
• Format: Book
• Published: 2017-12-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk menguji Quantum Teaching(QT) Modelterhadapkemampuan berpikir kritis(KBK) dan Self-Reflective(SR) siswa, Selain itu juga dilakukan elaborasi terhadap hasil yang diperoleh untuk menjawab pola-pola semiotik yang terbentuk pada anak,sehingga penelitian ini menggunakan metode campuran (Mixed Method)dengan kombinasi berurutan (SequentialExplanatory). Penelitian kuantitatif untuk masalah KBK dan SR serta penelitian Kualitatif untuk Semiotik.Desain eksperimen yang digunakan adalah Quasi-Experimental Design dengan rancangan penelitian The Pretest-Posttest Kontrol Group Design. Populasi dalam penelitian ini adalah siswa SMPN 1 Takengon Kabupaten Aceh Tengah Provinsi Aceh.Teknik pengambilan sampel yang dipilih adalah sampel bertujuan (Purposive Sampling). Hasil dari penelitian diperoleh: 1) terdapat perbedaan KBK antara siswa yang memperoleh QT Model dan yang memperoleh Direct Instruction"; 2) (a) Terdapat perbedaan KBK antara siswa yang berkemampuan awal tinggi, sedang dan rendah yang memperoleh QT Model;(b) Tidak terdapat perbedaan KBK antara siswa yang berkemampuan awal tinggi, sedang dan rendah yang memperoleh Direct Instruction(c) Terdapat perbedaan KBK antara siswa yang berkemampuan awal tinggi, sedang dan rendah; 3) (a) Terdapat pengaruh pembelajaran tehadap pencapaian KBK siswa ; (b) Tidak terdapat pengaruh kemampuan awal matematis tehadap pencapaian KBK siswa; (c) tidak terdapat pengaruh interaksi antara pembelajaran dan kemampuan awal matematis tehadap pencapaian KBK siswa; 4) Terdapat perbedaan SR antara siswa yang memperoleh QT Model dan yang memperoleh Direct Instruction; 5) (a) Tidak Terdapat perbedaan SR antara siswa yang berkemampuan awal tinggi, sedang dan rendah yang memperoleh QT Model; (b) Tidak terdapat perbedaan SR antara siswa yang berkemampuan awal tinggi, sedang dan rendah yang memperoleh Direct Instruction; (c) Terdapat perbedaan SR antara siswa yang berkemampuan awal tinggi, sedang dan rendah; 6) (a) Terdapat pengaruh pembelajaran tehadap pencapaian SR siswa; (b) Tidak terdapat pengaruh kemampuan awal matematis tehadap pencapaianSR siswa; (c) Tidak terdapat pengaruh interaksi antara pembelajaran dan kemampuan awal matematis tehadap pencapaian SR siswa7) Pola-pola semiotik yang terbentuk dalam penelitian ini adalah: a) objek matematika; b) tanda dan simbol; c) Words; d) Keadaan dan e) Gesture.;--- This research aimed at analyzing the effect of Quantum Teaching (QT) Model to Students' Critical Thinking (CT) and Self-Reflective (SR) skills. Moreover, the results were elaborated to identify the semiotic patterns developed in students. Therefore, this research employs mixed method and sequential explanatory with quantitative analysis for the CT and SR skills and qualitative analysis for the semiotic patterns. Furthermore, the quasi-experimental design was used with the pretest-posttest control group design. The population in this research were the students of SMPN 1 Takengon, Aceh Tengah Regency, Aceh Province. The sample selection for the experimental and control classes was done by purposive sampling. The research finds that 1) there are different CT skills between students who learn with QT model and those who learn with direct instruction; 2) (a) there are different CT skills between the students with high, moderate, and low initial skills who learn with QT model; (b) there are no difference in CT skills between the students with high, moderate, and low initial skills who learn with direct instruction; (c) there are different CT skills between the students with high, moderate, and low initial skills; 3) (a) there is an effect of learning to the students' attainment of CT skill; (b) there is no effect of initial mathematical skill to the students' attainment of CT skill; (c) there is no interaction effect of learning and initial mathematical skills to the students' attainment of CT skill; 4) there are different SR skills between students who learn with QT model and those who learn with direct instruction; 5) (a) there are no difference in SR skills between the students with high, moderate, and low initial skills who learn with QT model; (b) there are no difference in SR skills between the students with high, moderate, and low initial skills who learn with direct instruction; (c) there are different SR skills between the students with high, moderate, and low initial skills; 6) (a) there is an effect of learning to the students' attainment of SR skill; (b) there is no effect of initial mathematical skill to the students' attainment of SR skill; (c) there is no interaction effect of learning and initial mathematical skills to the students' attainment of SR skill; and 7) the semiotic patterns developed during the research are: a) mathematical objects; b) signs and symbols; c) words; d) situations, and e) gesture.

Item Description

http://repository.upi.edu/38432/1/D_MTK_1402822_Title.pdf
http://repository.upi.edu/38432/2/D_MTK_1402822_Abstract.pdf
http://repository.upi.edu/38432/3/D_MTK_1402822_Table_of_content.pdf
http://repository.upi.edu/38432/4/D_MTK_1402822_Chapter1.pdf
http://repository.upi.edu/38432/5/D_MTK_1402822_Chapter2.pdf
http://repository.upi.edu/38432/6/D_MTK_1402822_Chapter3.pdf
http://repository.upi.edu/38432/7/D_MTK_1402822_Chapter4.pdf
http://repository.upi.edu/38432/8/D_MTK_1402822_Chapter5.pdf
http://repository.upi.edu/38432/9/D_MTK_1402822_Bibliography.pdf
http://repository.upi.edu/38432/10/D_MTK_1402822_Appendix.pdf