PENINGKATAN KEMAMPUAN PEMODELAN dan PENALARAN MATEMATIS SERTA ACADEMIC SELF CONCEPT SISWA SMA MELALUI INTERPRETATION-CONSRTUCTION

• Main Author: Rafiq Zulkarnaen, - (Author)
• Format: Book
• Published: 2018-12-19.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Pemodelan matematis menggunakan pendekatan matematika untuk memahami dan menyelesaikan masalah dunia nyata, dan penalaran matematis membuat argumen yang valid menggunakan proses induktif atau deduktif.Namunmasihditemukanbeberapasiswamemilikikemampuan pemodelan matematis dan kemampuan penalaran matematis yang lemah. Siswa masihkesulitan dalam memahami masalah dengan benar, membuat asumsi dalam menyederhanakan situasi masalah menjadi masalah matematis,menggunakan pengetahuan matematika yang diperlukan untuk memecahkan masalah. Penelitian ini bertujuan untuk menyelidiki pencapaian dan peningkatan kemampuan pemodelan matematis (KPM), kemampuan penalaran matematis (KPN), dan academic self-concept (ASC) siswa melalui interpretation-construction design model(ICON), ditinjaudari model pembelajaran, level sekolah, dan kemampuanawalmatematis. Penelitian ini merupakan eksperimen yang dilakukan pada siswa SMA Negeri di Kota Bogor. Sampel penelitian adalah seluruh siswa kelas 10 Tahun Akademik 2016/2017. Penentuan kategori KAM siswa diperoleh melalui tes dan dibagi menjadi tiga kategori, yaitu: tinggi, sedang, dan rendah. Penentuan level sekolah didasarkan kepada perolehan nilai ujian nasional yang terbagi menjadi tiga level sekolah, yaitu: atas, tengah, dan bawah. Dalam penelitian ini dipilih sekolah pada level tengah dan bawah. Pada setiap sekolah yang terpilih, dipilih dua kelas secara acak yakni kelas eksperimen dan kelas kontrol. Kelas eksperimen diberi perlakuan ICON sedangkan kelas kontrol diberikan pembelajaran konvensional (KV). Instrumen yang digunakan dalam penelitian ini meliputi tes pemodelan matematis, tes penalaran matematis, dan angket academic self-concept. Data dianalisis dengan menggunakan uji-t, uji Mann Whitney, dan ANOVA dua jalur. Berdasarkan hasil analisis data, disimpulkan bahwa: (1) Pencapaian dan peningkatan KPM siswa yang memperoleh perlakuan ICON lebih baik daripada siswa yang memperoleh KV ditinjau dari: model pembelajaran, level sekolah, dan KAM; (2) Pencapaian dan peningkatan KPN siswa yang memperoleh perlakuan ICON lebih baik daripada siswa yang memperoleh KV ditinjau dari: model pembelajaran, level sekolah, dan KAM tengah. Sementara itu, tidak terdapat perbedaan pencapaian dan peningkatan KPN siswa pada kategori KAM tinggi dan rendah antara siswa yang memperoleh ICON dan KV; (3) Pencapaian ASC siswa yang memperoleh perlakuan ICON lebih baik daripada siswa yang memperoleh KV ditinjau dari: model pembelajaran, level sekolah, dan KAM; (4) Tidak ada interaksi antara model pembelajaran (ICON dan KV) dan level sekolah (tengah dan bawah) terhadap: (a) pencapaian dan peningkatan KPM siswa, (b) pencapaian dan peningkatan KPN siswa, dan (c) pencapaian ASC siswa; (5) Tidak ada interaksi antara model pembelajaran (ICON dan KV) dan KAM (tinggi, sedang, rendah) terhadap: (a) pencapaian dan peningkatan KPM siswa, (b) pencapaian dan peningkatan KPN siswa, dan (c) pencapaian ASC siswa;--- Mathematical modeling uses mathematical approaches to understand and to solve real world problems, and mathematical reasoning constructs valid argument using inductive or deductive processes. Unfortunately, students' mathematical modeling and reasoning abilities are still poor. Students' difficulties are in understanding problems correctly, making assumptions in simplifying problem situations into a mathematical problem, remembering mathematical knowledge needed for solving the problem. The study aims at investigating the students' achievement and enhancement in mathematical modeling ability (MMA), mathematical reasoning ability (MRA), and academic self-concept (ASC) through interpretation-construction design model (ICON), viewed from learning model, school level, and mathematical prior ability (MPA). This study is experimental research and it was conducted in two public senior high school in Bogor City, West Java, Indonesia. The sample of this research consists of the 10th grade students in academic year 2016/2017. The students' mathematical prior ability is gained through test and it was divided into three categories, namely: high, medium, and low. School level is defined based on the achievement of national exam scores. There are three categories of school level: lower, middle, and higher level. In this research students were chosen at the middle and lower school level. In each school, two parallel groups were chosen randomly as a control group and an experimental group. The experimental group was given ICON treatment while the control group was given conventional learning. The instruments used in this research cover mathematical modeling test, mathematical reasoning test, and academic self-concept questionnaire. The data were analysed by using t-test, Mann Whitney-test, and two-way ANOVA. Based on the data analysis, it is concluded that: (1) The students' achievement and enhancement in MMA who received ICON treatment is better than those who received CL viewed from: learning model, school level, and MPA; (2) The students' achievement and enhancement in MRA who received ICON treatment is better than those who received CL viewed from: learning model, school level, and the middle MPA category. In addition, the students' achievement and enhancement in MMA are not diferent between ICON and CL in high and lower MPA category; (3) The achievement students' in ASC who received ICON treatment is better than those who received CL viewed from: learning model, school level, and MPA; (4) There is no interaction between learning model (ICON and CL) and school level (middle and lower) towards: (a) students' achievement and enhancement in MMA, (b) students'achievement and enhancement in MRA, and (c) students'achievement in ASC; (5) There is no interaction between learning model (ICON and CL) and MPA (high, medium, low) towards: (a) students'achievement and enhancement in MMA, (b) students'achievement and enhancement in MRA, and (c) students' achievement in ASC.

Item Description

http://repository.upi.edu/46738/1/D_MTK_1402459_Title.pdf
http://repository.upi.edu/46738/2/D_MTK_1402459_Abstract.pdf
http://repository.upi.edu/46738/3/D_MTK_1402459_Table_of_content.pdf
http://repository.upi.edu/46738/4/D_MTK_1402459_Chapter1.pdf
http://repository.upi.edu/46738/5/D_MTK_1402459_Chapter2.pdf
http://repository.upi.edu/46738/6/D_MTK_1402459_Chapter3.pdf
http://repository.upi.edu/46738/7/D_MTK_1402459_Chapter4.pdf
http://repository.upi.edu/46738/8/D_MTK_1402459_Chapter5.pdf
http://repository.upi.edu/46738/9/D_MTK_1402459_Bibliography.pdf
http://repository.upi.edu/46738/10/D_MTK_1402459_Appendix.pdf