PENGARUH PENDEKATAN CONCRETE-PICTORIAL-ABSTRACT (CPA) UNTUK MENINGKATKAN SELF-CONFIDENCE DAN KONEKSI MATEMATIS SISWA DI SEKOLAH DASAR (Penelitian Kuasi Eksperimen pada Siswa Kelas V pada Pokok Bahasan Penyajian Data di Salah Satu Sekolah Dasar Negeri di Jakarta Pusat Tahun Ajaran 2019/2020)
Penelitian ini dilatarbelakangi karena adanya anggapan siswa jika matematika itu pelajaran yang sulit sehingga mereka merasa terbebani dan pentingnya meningkatkan pembelajaran matematika khususnya kemampuan koneksi matematis dan self-confidence siswa sekolah dasar. Tujuan dari penelitian ini adalah:...
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2020-08-24.
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| Summary: | Penelitian ini dilatarbelakangi karena adanya anggapan siswa jika matematika itu pelajaran yang sulit sehingga mereka merasa terbebani dan pentingnya meningkatkan pembelajaran matematika khususnya kemampuan koneksi matematis dan self-confidence siswa sekolah dasar. Tujuan dari penelitian ini adalah: a) mengetahui pencapaian dan peningkatan self-confidence dan kemampuan koneksi matematis siswa sekolah dasar setelah diberikan pendekatan CPA dan pembelajaran konvensional, baik secara keseluruhan dan kelompok Kemampuan Awal Matematis (KAM) siswa, b) mengetahui pengaruh pendekatan CPA terhadap pencapaian dan peningkatan self-confidence dan kemampuan koneksi matematis siswa setelah diberikan pendekatan CPA dan pembelajaran konvensional, baik secara keseluruhan dan kelompok Kemampuan Awal Matematis (KAM) siswa, c) mengetahui hubungan antara peningkatan kemampuan koneksi matematis dengan peningkatan self-confidence siswa. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain non-equivalent pada mata pelajaran Matematika dengan pokok bahasan penyajian data di kelas V sekolah dasar dengan jumlah subjek sebanyak 56 siswa. Instrumen penelitian menggunakan tes dan nontes. Hasil penelitian yang telah dilakukan memperoleh kesimpulan; a) pencapaian dan peningkatan self-confidence dan kemampuan koneksi matematis siswa sekolah dasar yang mendapatkan pembelajaran dengan pendekatan CPA lebih baik daripada siswa yang mendapat pembelajaran konvensional, b) terdapat pengaruh antara pendekatan CPA terhadap peningkatan self-confidence dan kemampuan koneksi matematis siswa sekolah dasar, c) tidak terdapat hubungan antara peningkatan self-confidence dengan peningkatan kemampuan koneksi matematis siswa sekolah dasar. This research is motivated because there are students' assumptions that mathematics is a difficult subject so that they feel burdened and the importance of improving mathematics learning, especially the mathematical connection ability and self-confidence of elementary school students. The objectives of this study were: a) to determine the achievement and increase in self-confidence and mathematical connection abilities of elementary school students after being given the CPA approach and conventional learning, both as a whole and the students' Early Mathematical Ability (EMA) group, b) to determine the effect of the CPA approach on achievement and improvement of students 'self-confidence and mathematical connection abilities after being given the CPA approach and conventional learning, both as a whole and the students' Early Mathematical Ability (EMA) group, c) knowing the relationship between increased mathematical connection abilities and increased student self-confidence. The research method used was a quasi-experimental design with a non-equivalent design in Mathematics with the subject of data presentation in grade V elementary schools with 56 students as the subject. The research instrument used tests and non-tests. The results of the research that have been done reach conclusions; a) achievement and increased self-confidence and mathematical connection abilities of elementary school students who get better learning with the CPA approach than students who receive conventional learning, b) there is an influence between the CPA approach on increasing self-confidence and mathematical connection abilities of elementary school students, c) there is no relationship between increased self-confidence and increased mathematical connection abilities of elementary school students. |
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| Item Description: | http://repository.upi.edu/51512/1/S_PGSD_1603427_Title.pdf http://repository.upi.edu/51512/2/S_PGSD_1603427_Chapter%201.pdf http://repository.upi.edu/51512/3/S_PGSD_1603427_Chapter%202.pdf http://repository.upi.edu/51512/4/S_PGSD_1603427_Chapter%203.pdf http://repository.upi.edu/51512/5/S_PGSD_1603427_Chapter%204.pdf http://repository.upi.edu/51512/6/S_PGSD_1603427_Chapter%205.pdf http://repository.upi.edu/51512/7/S_PGSD_1603427_Appendix.pdf |