MENINGKATKAN KEMAMPUAN PENALARAN ADAPTIF, PENGAMBILAN KEPUTUSAN DAN SELF-DIRECTED LEARNING MAHASISWA PENDIDIKAN MATEMATIKA MELALUI PEMBELAJARAN COGNITIVE APPRENTICESHIP BERBANTUAN SELF-PACED VIDEO - RINA OKTAVIYANTHI, - (2019)
Penelitian ini bertujuan 1) mengkaji perbedaan pencapaian dan peningkatan kemampuan penalaran adaptif, pengambilan keputusan dan self-directed learning antara mahasiswa yang mendapat pembelajaran Cognitive Apprenticeship berbantuan Self-paced Video, pembelajaran Cognitive Apprenticeship dan pembelajaran biasa; dan 2) menghasilkan kajian fenomenologi sebagai dasar rumusan teoritik empirik pengembangan kemampuan penalaran adaptif, pengambilan keputusan dan self-directed learning mahasiswa. Metode yang digunakan untuk mencapai tujuan penelitian tersebut yakni penelitian kombinasi (mixed method) dengan desain eksplanatoris sekuensial. Tahap pertama penelitian dimulai dengan penelitian kuantitatif menggunakan kuasi eksperimen dilanjutkan tahap kedua dengan penelitian kualitatif menggunakan kajian fenomenologi. Populasi penelitian adalah seluruh mahasiswa Program Studi Pendidikan Matematika di perguruan tinggi swasta di Banten yang mengelola FKIP dengan subjek penelitian merupakan mahasiswa tahun pertama semester kedua pada Program Studi Pendidikan Matematika FKIP Universitas Serang Raya sebanyak 98 mahasiswa. Instrumen yang digunakan menjaring data penelitian terdiri dari soal tes kemampuan penalaran adaptif dan pengambilan keputusan, skala kemampuan self-directed learning, lembar observasi, angket respon terhadap KBM dan instrumen pendukung kegiatan penelitian lainnya. Hasil penelitian menunjukkan 1) secara keseluruhan terdapat perbedaan pencapaian dan peningkatan kemampuan penalaran adaptif dan pengambilan keputusan mahasiswa yang mendapat pembelajaran Cognitive Apprenticeship berbantuan Self-paced Video dengan mahasiswa yang mendapat pembelajaran Cognitive Apprenticeship dan pembelajaran biasa; 2) tidak terdapat perbedaan peningkatan self-directed learning yang signifikan antara mahasiswa yang mendapat pembelajaran Cognitive Apprenticeship berbantuan Self-paced Video dengan mahasiswa yang mendapat pembelajaran Cognitive Apprenticeship dan pembelajaran biasa; dan 3) proses penalaran adaptif, pengambilan keputusan, dan self-directed learning mahasiswa pembelajaran Cognitive Apprenticeship berbantuan Self-paced Video didukung oleh 8 kategori yang terdeteksi pada keempat prototipe subjek kualitatif dalam proses pemecahan masalah yang terangkum dalam empat tema utama.;---The study aims to 1) examine the achievement and enhancement of adaptive reasoning, decision making and self-directed learning differences among the students with Cognitive Apprenticeship learning with Self-paced Video, Cognitive Apprenticeship learning and conventional learning; and 2) produce the phenomenology study as the base for the empirical theoretical formulation of the development the three capabilities such as adaptive reasoning, decision making and self-directed learning. The method used to achieve the objectives of the study is a mixed method with sequential explanatory design. The quantitative research as the first stage of the study used a quasi-experiment followed by the qualitative research as the second stage using the phenomenology study. The study population was all students in Mathematics Education Study Program at private universities in Banten who managed FKIP and the participant was 98 students in the first-year college at Universitas Serang Raya. The instruments of the study consisted of the adaptive reasoning and decision making test, the self-directed learning scale, the observation sheet, the teaching and learning questionnaire response and the supporting instruments for other research activities. The results showed that 1) overall there were differences in achievement and enhancement of adaptive reasoning and decision making between the students who received the Cognitive Apprenticeship with Self-paced Video learning and the students who received Cognitive Apprenticeship and conventional learning; 2) there is no significant differences in the self-directed learning enhancement among the students with Cognitive Apprenticeship learning with Self-paced Video, Cognitive Apprenticeship learning and conventional learning; and 3) the adaptive reasoning, decision-making, and self-directed learning processes of the students who received the Cognitive Apprenticeship with Self-paced Video learning supported by 8 categories detected in the four qualitative subject prototypes in the problem solving process summarized in four main themes.