PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS DAN SELF-REGULATED LEARNING SISWA SMP MELALUI MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT (MMP) - Novianti, - (2019)
ABSTRAK Novianti, (2019) Peningkatan Kemampuan Koneksi Matematis dan Self-Regulated Learning Siswa dengan Model Pembelajaran Missouri Mathematics Project. Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan koneksi matematis dan self-regulated learning siswa yang memperoleh pembelajaran missouri mathematics project (MMP) dan pembelajaran konvensional. Metode penelitian yang digunakan adalah kuasi eksperimen dengan non-equivalent pretest dan postest control group desain. Sampel terdiri dari dua kelompok, yaitu kelompok eksperimen yang memperoleh pembelajaran missouri mathematics project (MMP) dan kelompok kontrol yang memperoleh konvensional. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan koneksi matematis dan skala sikap self-regulated learning. Data yang dianalisis adalah data pretes, postes, N-Gain kemampuan koneksi matematis siswa, serta skala awal dan akhir self-regulated learning. Berdasarkan analisis data, diperoleh kesimpulan bahwa: 1) peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran missouri mathematics project lebih tinggi secara signifkan daripada siswa yang memperoleh pembelajaran konvensional, 2) peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran missouri mathematics project (MMP) lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran konvensional ditinjau dari KMA tinggi dan sedang, sedangkan ditinjau dari KMA rendah peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran missouri mathematics project (MMP) tidak lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran konvensional, 3) pencapaian self-regulated learning siswa yang memperoleh pembelajaran missouri mathematics project (MMP) lebih baik secara signifikan daripada siswa yang memperoleh pembelajaran konvensional. Kata Kunci: Kemampuan Koneksi Matematis, Self-Regulated Learning, Missouri Mathematics Project. ABSTRACT Novianti, (2019) The Enhancement Mathematical Connection Ability and Self-Regulated Learning of middle schools with the Missouri Mathematics Project Learning Model. This study aims to analyze the enhancement of mathematical connection ability and self-regulated learning of students who obtain Missouri Mathematics Project (MMP) learning and conventional learning. The research method used was a quasi-experimental with non-equivalent pretest and posttest control group design. The sample consisted of two groups, namely the experimental group who received the Missouri Mathematics Project (MMP) learning and the control group who obtained the conventional. The instrument used in this study was a test of mathematical connection ability and self-regulated learning attitude scale. Data were analyzed pretest, posttest, N-Gain students' mathematical connection abilities, as well as the initial and final scale of self-regulated learning. Based on the analysis of the data, it was concluded that: 1) the enhancement mathematical connection ability of students who received the Missouri Mathematics Project (MMP) learning was significantly higher than students who obtained conventional learning, 2) the enhancement in the mathematical connection ability of students who obtained the Missouri Mathematics Project (MMP) learning was higher significantly than students who received conventional learning in terms of high and moderate KMA, whereas in terms of low KMA increased mathematical connection skills of students who received the Missouri Mathematics Project (MMP) learning were not significantly higher than students who received conventional learning, 3) self-achievement regulated learning students who obtain Missouri Mathematics Project (MMP) learning are significantly better than students who obtain conventional learning.