PENINGKATAN KEMAMPUAN LITERASI STATISTIS, PENALARAN STATISTIS, DAN DISPOSISI STATISTIS SISWA MADRASAH TSANAWIYAH MELALUI PEMBELAJARAN BERBASIS PROYEK MODIFIKASI

• Main Author: Iyam Maryati, - (Author)
• Format: Book
• Published: 2019-12-09.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/44081/7/D_MTK_1603355_Tittle.pdf; http://repository.upi.edu/44081/2/D_MTK_1603355_Chapter1.pdf; http://repository.upi.edu/44081/3/D_MTK_1603355_Chapter2.pdf; http://repository.upi.edu/44081/4/D_MTK_1603355_Chapter3.pdf; http://repository.upi.edu/44081/5/D_MTK_1603355_Chapter5.pdf; http://repository.upi.edu/44081/6/D_MTK_1603355_Chapter4.pdf; http://repository.upi.edu/44081/1/D_MTK_1603355_Appendix.pdf
• Keywords: HA Statistics; L Education (General)

Penelitian ini bertujuan menganalisis peningkatan kemampuan literasi statistis, penalaran statistis, dan disposisi statistis yang mendapatkan Pembelajaran Berbasis Proyek (PBP) Modifikasi, Pembelajaran Berbasis Proyek, dan ditinjau secara keseluruhan dan kategori sekolah. Penelitian ini merupakan penelitian quasi eksperimen dengan rancangan non-equivalent pre-test and post-test control-group desain. Penelitian ini menggunakan Mixed-Methods dengan strategi ekspalanatoris sekuensial. Subyek penelitian adalah siswa kelas VIII dari dua sekolah di Kabupaten Garut. Terdiri dari dua kelas sebagai kelas eksperimen 1, dua kelas sebagai kelas eksperimen 2, dan dua kelas sebagai kelas kontrol yang dipilih secara purposive. Hasil penelitian adalah: (1) Secara keseluruhan peningkatan kemampuan kemampuan literasi statistis, penalaran statistis, disposisi statistis siswa yang memperoleh Pembelajaran Berbasis Proyek (PBP) Modifikasi lebih baik dari siswa yang memperoleh Pembelajaran Berbasis Proyek dan Pembelajaran Ekspositori; (2) Ditinjau dari kategori sekolah, siswa yang memperoleh Pembelajaran Berbasis Proyek (PBP) Modifikasi siswa pada kategori atas memperoleh peningkatan kemampuan literasi statistis, penalaran statistis, disposisi statistis lebih baik dibandingkan dengan siswa pada kategori tengah; (3) Terdapat pengaruh interaksi antara model pembelajaran dan kategori sekolah terhadap peningkatan kemampuan literasi statistis, penalaran statistis, disposisi statistis; (4) Terdapat hubungan antara peningkatan kemampuan literasi statistis, penalaran statistis, disposisi statistis terhadap peningkatan kemampuan literasi statistis siswa; (5) Tidak terdapat perbedaan rataan disposisi statistis siswa pada kedua kategori sekolah dalam Pembelajaran Berbasis Proyek (PBP) Modifikasi; (6) Sebagian besar siswa menyatakan bahwa mempelajari statistika penting dalam kehidupan sehari-hari namun hampir semua siswa tidak mengetahui aplikasi materi statistika dalam bidang tersebut.---------This study aims to analyze the improvement of statistical literacy, statistical reasoning, and statistical disposition abilities of students who received the modified project-based learning, project-based learning, viewed as a whole and from the school categories. This study is a quasi-experimental research with non-equivalent pre-test and post-test control-group designs. This study employed mixed-methods with sequential explanatory strategies. The research subjects were the 8th grade students of two schools in Garut Regency. There were two classes of the experimental class 1, two classes of the experimental class 2, and two classes of the control class, all of which were purposively selected. The results show that (1) in general, the improvement of statistical literacy, statistical reasoning, and statistical disposition of students who received the modification of project-based learning was higher than students who received project-based learning and expository learning; (2) in terms of school categories, the top category students who received the modification of project-based learning had better improvement in statistical literacy, statistical reasoning, and statistical disposition abilities than the middle category students who also received the modified project-based learning; (3) there was an interaction effect between the learning model and the school categories on the improvement of statistical literacy, statistical reasoning, and statistical dispositon; (4) there was a relation between the ability of statistical literacy, statistical reasoning, and statictical disposition and the improvement of students' statictical literacy; (5) there was no average differences in statistical disposition of students from two school categories in the modification of project-based learning; (6) most students stated that studying statistics is important in daily life, but almost all of them did not know the applications of statistics in daily life.