KEMAMPUAN PEMECAHAN MASALAH, PENALARAN DAN SELF-ESTEEM MATEMATIS SISWA SMP DALAM PROJECT-BASED LEARNING DENGAN PENDEKATAN AUTHENTIC LEARNING EXPERIENCES

• Main Author: Dahlia Fisher, - (Author)
• Format: Book
• Published: 2021-08-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/67847/1/D_MTK_1603017_Title.pdf; http://repository.upi.edu/67847/2/D_MTK_1603017_Chapter1.pdf; http://repository.upi.edu/67847/3/D_MTK_1603017_Chapter2.pdf; http://repository.upi.edu/67847/4/D_MTK_1603017_Chapter3.pdf; http://repository.upi.edu/67847/5/D_MTK_1603017_Chapter4.pdf; http://repository.upi.edu/67847/6/D_MTK_1603017_Chapter5.pdf; http://repository.upi.edu/67847/7/D_MTK_1603017_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

ABSTRAK Tujuan utama penelitian ini adalah untuk mengkaji peningkatan kemampuan pemecahan masalah matematis, kemampuan penalaran matematis, dan pencapaian self-esteem matematis siswa, sebagai akibat dari pembelajaran Project-based Learning dengan pendekatan Authentic Learning Experiences (PJBL-ALE) dan pembelajaran konvensional (PKv). Penelitian ini dilaksanakan atas dasar pentingnya kemampuan pemecahan masalah, kemampuan penalaran, dan self-esteem matematis untuk dimiliki siswa, namun kenyataan masih menunjukkan bahwa kemampuan pemecahan masalah, penalaran dan self-esteem matematis siswa masih tergolong rendah. Penelitian ini menggunakan metode kuasi eksperimental dengan desain yang digunakan yaitu pretest and posttest control group design. Populasi penelitian ini adalah seluruh siswa Sekolah Menengah Pertama Negeri di Kota Bandung, Provinsi Jawa Barat pada Tahun 2019. Adapun sampelnya siswa kelas VIII yang berasal dari zona sekolah A dan B. Pada masing-masing zona sekolah dipilih secara acak satu sekolah dan dari setiap sekolah dipilih dua kelas secara acak. Satu kelas sebagai kelompok eksperimen yang mendapat pembelajaran PJBL-ALE dan satu kelas lagi sebagai kelompok kontrol yang mendapat pembelajaran PKv. Instrumen yang digunakan dalam penelitian ini terdiri atas tes kemampuan awal matematis (KAM), tes kemampuan pemecahan masalah matematis, tes kemampuan penalaran matematis, dan skala self-esteem matematis. Berdasarkan hasil analisis, diperoleh simpulan secara umum, bahwa: (1) peningkatan kemampuan pemecahan masalah matematis, kemampuan penalaran matematis, dan pencapaian self-esteem matematis siswa yang mendapat pembelajaran PJBL-ALE lebih baik daripada siswa yang mendapat pembelajaran PKv; (2) terdapat interaksi antara pembelajaran dan KAM terhadap peningkatan kemampuan pemecahan masalah dan penalaran matematis siswa; (3) tidak terdapat interaksi antara pembelajaran dan KAM terhadap pencapaian self-esteem matematis siswa; (4) tidak terdapat interaksi antara pembelajaran dan zona sekolah terhadap peningkatan kemampuan pemecahan masalah, penalaran, dan pencapaian self-esteem matematis siswa. Kata kunci: Project-based Learning, Authentic Learning Experiences, Pemecahan Masalah Matematis, Penalaran Matematis, Self-Esteem Matematis. ABSTRACT The main objective of this research is to study the enhancement of students' mathematical problem solving, reasoning abilities, and the achievement of their mathematical self-esteem, as a result of Project-based Learning with the Authentic Learning Experiences approach (PJBL-ALE) and conventional learning (PKv). This research is conducted as problem-solving skills, reasoning abilities and mathematical self-esteem to be possessed by students, but in reality shows that students' abilities and their self-esteem are still low. This research used quasi experimental design methods with pretest and posttest control group design. The population of this study is students of State Junior High Schools in Bandung City, West Java Province in 2019. The sample comprises the students of grade VIII from school of zone A and B. In each school zone, one school was randomly selected and two classes were randomly selected from each school. One class as an experimental group that received PJBL-ALE learning and another class as a control group that received PKv learning. The instruments used in this study consisted of a prior mathematical ability test (PMK), a mathematical problem-solving ability test, a mathematical reasoning ability test, and a mathematical self-esteem scale. The results indicate that: (1) the enhancement of students' mathematical problem solving abilities, mathematical reasoning abilities, and the achievement of mathematical self-esteem of the students who received PJBL-ALE learning is better than the students who received PKv learning; (2) there is an interaction effect between learning model and PMK on the enhancement of students' problem-solving abilities and mathematical reasoning; (3) there is no interaction effect between learning model and PMK on the achievement of students' mathematical self-esteem; (4) there is no interaction effect between learning model and the school zone on the students enhancement in problem-solving, reasoning, and mathematical self-esteem abilities; Key words: Project-based Learning, Authentic Learning Experiences, Mathematical Problem Solving Ability, Mathematical Reasoning Ability, Mathematical Self-esteem.