PENINGKATAN KEMAMPUAN PENALARAN PROPORSIONAL DAN PENCAPAIAN SELF-REGULATED LEARNING SISWA SEKOLAH MENENGAH PERTAMA MELALUI MODEL PROBLEM-BASED LEARNING DITINJAU DARI GAYA KOGNITIF

• Main Author: Ghina Farras Ayuningtyas, - (Author)
• Format: Book
• Published: 2019-08-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/40187/1/T_MTK_1707699_Title.pdf; http://repository.upi.edu/40187/2/T_MTK_1707699_Chapter1.pdf; http://repository.upi.edu/40187/3/T_MTK_1707699_Chapter2.pdf; http://repository.upi.edu/40187/4/T_MTK_1707699_Chapter3.pdf; http://repository.upi.edu/40187/5/T_MTK_1707699_Chapter4.pdf; http://repository.upi.edu/40187/6/T_MTK_1707699_Chapter5.pdf; http://repository.upi.edu/40187/7/T_MTK_1707699_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Tujuan dari penelitian ini adalah untuk mengetahui perbandingan peningkatan kemampuan penalaran proporsional dan pencapaian self-regulated learning antara siswa yang memperoleh problem-based learning dan siswa yang memperoleh pembelajaran konvensional, baik secara keseluruhan maupun ditinjau dari gaya kognitif. Metode penelitian yang digunakan adalah kuasi eksperimen dengan pre-test and post-test non-equivalent control group design. Penelitian ini dilakukan terhadap siswa kelas VII (11-13 tahun) di salah satu Sekolah Menengah Pertama yang berlokasi di Kabupaten Bandung. Sampel penelitian terdiri atas 77 siswa yang terbagi ke dalam dua kelas yaitu 39 siswa di kelas problem-based learning dan 38 siswa di kelas konvensional. Hasil penelitian menunjukkan bahwa 1) peningkatan kemampuan penalaran proporsional siswa yang memperoleh problem-based learning lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran konvensional; 2) peningkatan kemampuan penalaran proporsional siswa yang memperoleh problem-based learning lebih tinggi secara signifikan daripada siswa yang memperoleh pembelajaran konvensional ditinjau dari gaya kognitif; 3) pencapaian self-regulated learning siswa yang memperoleh problem-based learning tidak lebih baik secara signifikan daripada siswa yang memperoleh pembelajaran konvensional; dan 4) pencapaian self-regulated learning siswa yang memperoleh problem-based learning tidak lebih baik secara signifikan daripada siswa yang memperoleh pembelajaran konvensional ditinjau dari gaya kognitif. Kata kunci: Kemampuan penalaran proporsional, self-regulated learning, problem-based learning, gaya kognitif. --------- Proportional Reasoning Ability Enhancement and Self-Regulated Learning Achievement of Junior High School Students through Problem-Based Learning Viewed from Cognitive Style This research aims to analyze students' proportional reasoning ability and self-regulated learning, particularly for those who acquired problem-based learning and conventional learning that both reviewed as a whole and based on cognitive style. The method used was quasi-experimental with pre-test and post-test non-equivalent control group design. The research was conducted for grade VII students (11-13 years) in one of Junior High School located at Bandung Regencies. The number of samples involved was 77 students (39 students in problem-based learning class and 38 students in a conventional class). The results showed that 1) the enhancement of proportional reasoning ability of students who acquired problem-based learning was significantly higher than students who acquired conventional learning; 2) the enhancement of proportional reasoning ability of students who acquired problem-based learning was significantly higher than students who acquired conventional learning in terms of cognitive style; 3) the achievement of self-regulated learning of students who acquired problem-based learning was not significantly better than students who acquired conventional learning; 4) the achievement of self-regulated learning of students who acquired problem-based learning was not significantly better than students who acquired conventional learning in terms of cognitive style. Keywords: Proportional reasoning ability, self-regulated learning, problem-based learning, cognitive style