PENGARUH PENDEKATAN CONCRETE-PICTORIAL-ABSTRACT (CPA) UNTUK MENINGKATKAN SELF-REGULATED LEARNING SISWA DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR (Penelitian Kuasi Eksperimen pada Siswa Kelas V pada Pokok Bahasan Pecahan di Salah Satu Sekolah Dasar Negeri di Kota Jakarta Pusat Tahun Ajaran 2019/2020) - Ayu Shandra Sasqia, - (2020)
Abstrak Salah satu faktor internal yang mempengaruhi keberhasilan siswa dalam kegiatan pembelajaran di masa pandemi COVID-19 adalah dengan menumbuhkan sikap belajar berupa self-regulated learning. Adapun tujuan dari penelitian ini adalah; 1) menganalisis pencapaian dan peningkatan self-regulated learning dan hasil belajar matematika siswa Sekolah Dasar yang mendapatkan pembelajaran dengan pendekatan CPA dan yang mendapat pembelajaran konvensional ditinjauh secara keseluruhan siswa dan Kemampuan Awal Matematis (Tinggi, sedang, rendah); 2) menganalisis interaksi antara pembelajaran (CPA dan konvensional) dengan KAM siswa (Tinggi, sedang, rendah) terhadap pencapaian dan peningkatan self-regulated learning siswa Sekolah Dasar; 3) Menganalisis korelasi antara hasil belajar matematika dengan self-regulated learning siswa di Sekolah Dasar; 4) menganalisis pengaruh penerapan pendekatan CPA terhadap self-regulated learning; 5) menganalisis pengaruh penerapan pendekatan CPA terhadap hasil belajar siswa. Metode penelitian yang digunakan adalah penelitian kuasi eksperimen dengan desain non-equivalent pada mata pelajaran Matematika pokok bahasan pecahan di kelas V sekolah dasar dengan jumlah subjek 54 siswa. Instrumen penelitian yang digunakan adalah tes dan non tes. Berdasarkan hasil penelitian diperoleh kesimpulan; 1) pencapaian dan peningkatan self-regulated learning dan hasil belajar siswa Sekolah Dasar yang mendapat pembelajaran dengan pendekatan CPA lebih baik daripada siswa yang mendapat pembelajaran konvensional ditinjau dari keseluruhan siswa dan KAM (Sedang dan rendah); 2) terdapat interaksi antara pembelajaran (CPA dan konvensional) berdasarkan KAM (Tinggi, sedang, rendah) terhadap pencapaian dan peningkatan self-regulated learning siswa Sekolah Dasar. Penyebab terjadinya interaksi adalah siswa dengan KAM tinggi; 3) terdapat korelasi antara pencapaian dan peningkatan hasil belajar matematika dengan self-regulated learning siswa Sekolah Dasar; 4) terdapat pengaruh penerapan pendekatan CPA terhadap peningkatan self-regulated learning siswa Sekolah Dasar; 5) terdapat pengaruh penerapan pendekatan CPA terhadap peningkatan hasil belajar siswa Sekolah Dasar. Abstract One of the internal factors affecting students ' success in the COVID-19 pandemic learning activity is to cultivate a self-regulated learning attitude. The purpose of this research is; 1) Analyzing the achievement and improvement of self-regulated learning and the mathematics learning results of elementary school students who get learning with CPA approach and who get conventional learning is being far-off overall students and mathematical prior ability (high, medium, low); 2) Analyzing interactions between learning (CPA and conventional) with students's mathematical prior ability (high, moderate, low) on the achievement and improvement of self-regulated learning elementary school students; 3) Analyzing the correlation between learning math results with self-regulated learning students in elementary school; 4) Analyzing the influence of implementation of CPA approach to self-regulated learning; 5) Analyzing the influence of implementation of CPA approach to student learning outcomes. The research method used is the research of quasi experiment with non-equivalent design on the subject of mathematics of fractional subjects in class V Elementary School with the subject number of 54 students. The research instruments used are test and non-test. Based on the research results obtained conclusions; 1) The achievement and improvement of self-regulated learning elementary school students who get learning with CPA approach better than students who get conventional learning is reviewed from the entire student and mathematical prior ability (moderate and low); 2) There is interaction between learning (CPA and conventional) based on the mathematical prior ability (High, Medium, low) to the achievement and improvement of self-regulated learning of elementary school students. The causes of interactions are students with high mathematical prior ability; 3) There is a correlation between achievement and increased mathematical learning outcomes with self-regulated learning elementary school students; 4) There is an influence on the implementation of CPA approach towards improving self-regulated learning of elementary school students; 5) There is an influence on the implementation of CPA approach towards improving learning outcomes of elementary school students.