PENGARUH PENGGUNAAN PENDEKATAN BRAIN-BASED LEARNING BERBANTUAN GEOGEBRA DALAM PEMBELAJARAN MATEMATIKA TERHADAP CONCEPTUAL AND PROCEDURAL KNOWLEDGE SISWA SMA
Rendahnya pencapaian kemampuan-kemampuan matematis oleh siswa SMA diantaranya disebabkan rendahnya pengetahuan konseptual dan prosedural matematika. Penelitian ini bertujuan untuk mengkaji pengaruh pendekatan Brain-Based Learning Berbantuan GeoGebra (BBLBG) dalam pembelajaran matematika terhadap con...
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2013-12-11.
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| Summary: | Rendahnya pencapaian kemampuan-kemampuan matematis oleh siswa SMA diantaranya disebabkan rendahnya pengetahuan konseptual dan prosedural matematika. Penelitian ini bertujuan untuk mengkaji pengaruh pendekatan Brain-Based Learning Berbantuan GeoGebra (BBLBG) dalam pembelajaran matematika terhadap conceptual and procedural knowledge siswa SMA. Desain yang digunakan dalam penelitian ini merupakan bentuk desain quasi eksperimental. Populasi dalam penelitian ini adalah seluruh siswa kelas XI di salah satu SMA Negeri di Kabupaten Ciamis dengan pengambilan sampel menggunakan teknik purposive sampling. Sampelnya sebanyak 22 siswa kelas XI-IPA-1 sebagai kelompok kontrol (kelas konvensional) dan 21 siswa kelas XI-IPA-2 sebagai kelompok eksperimen (kelas BBLBG). Analisis kuantitatif menggunakan independent sample t-test dan Mann-Whitney test, sedangkan analisis kualitatif dilakukan secara deskriptif. Hasil penelitian menunjukkan pengetahuan konseptual dan peningkatan pengetahuan konseptual siswa yang mendapatkan pembelajaran dengan pendekatan BBLBG lebih baik daripada siswa yang mendapatkan pembelajaran konvensional. Begitu pula dengan pengetahuan prosedural dan peningkatan pengetahuan prosedural siswa yang mendapatkan pembelajaran dengan pendekatan BBLBG lebih baik daripada siswa yang mendapatkan pembelajaran konvensional. Kata kunci: Brain-Based Learning, GeoGebra, Pengetahuan Konseptual, Pengetahuan Prosedural. The low achievement of mathematical skills among high school students due to lack of conceptual and procedural knowledge of mathematics . This study aims to examine the influence of Brain-Based Learning approach Assisted GeoGebra in mathematics learning toward conceptual and procedural knowledge of high school students. The design used in this study is a form of quasi-experimental design. The population in this study were all students of grade eleven in one of the high schools in the district of Ciamis by sampling using purposive sampling . Sample as many as 22 students of grade XI-IPA-1 as a control group (conventional class) and 21 students of class XI-IPA-2 as the experimental group (class of Brain-Based Learning Approach Assisted GeoGebra). Quantitative analysis using independent sample t-test and Mann-Whitney test, while qualitative analysis was done descriptively. The results showed an increase in conceptual knowledge and conceptual knowledge that students gain Brain-Based Learning Approach Assisted GeoGebra is better than the students who received conventional learning. Similarly, procedural knowledge and procedural knowledge enhancement of students who get Brain-Based Learning Approach Assisted GeoGebra is better than the students who received conventional learning. Keywords: Brain-Based Learning, GeoGebra, Conceptual Knowledge, Procedural Knowledge. |
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| Item Description: | http://repository.upi.edu/7252/1/T_MAT_1103147_Title.pdf http://repository.upi.edu/7252/2/T_MAT_1103147_Table-of-Content.pdf http://repository.upi.edu/7252/3/T_MAT_1103147_Abstract.pdf http://repository.upi.edu/7252/4/T_MAT_1103147_Chapter1.pdf http://repository.upi.edu/7252/5/T_MAT_1103147_Chapter2.pdf http://repository.upi.edu/7252/7/T_MAT_1103147_Chapter3.pdf http://repository.upi.edu/7252/9/T_MAT_1103147_Chapter4.pdf http://repository.upi.edu/7252/10/T_MAT_1103147_Chapter5.pdf http://repository.upi.edu/7252/11/T_MAT_1103147_Bibliography.pdf http://repository.upi.edu/7252/12/T_MAT_1103147_Appendix1.pdf http://repository.upi.edu/7252/13/T_MAT_1103147_Appendix2.pdf http://repository.upi.edu/7252/14/T_MAT_1103147_Appendix3.pdf http://repository.upi.edu/7252/15/T_MAT_1103147_Appendix4.pdf http://repository.upi.edu/7252/16/T_MAT_1103147_Appendix5.pdf http://repository.upi.edu/7252/17/T_MAT_1103147_Appendix6.pdf http://repository.upi.edu/7252/18/T_MAT_1103147_Appendix7.pdf http://repository.upi.edu/7252/19/T_MAT_1103147_Appendix8.pdf http://repository.upi.edu/7252/20/T_MAT_1103147_Appendix9.pdf http://repository.upi.edu/7252/21/T_MAT_1103147_Appendix10.pdf http://repository.upi.edu/7252/22/T_MAT_1103147_Appendix11.pdf http://repository.upi.edu/7252/23/T_MAT_1103147_Appendix12.pdf http://repository.upi.edu/7252/25/T_MAT_1103147_Appendix13.pdf http://repository.upi.edu/7252/26/T_MAT_1103147_Appendix14.pdf http://repository.upi.edu/7252/27/T_MAT_1103147_Appendix15.pdf http://repository.upi.edu/7252/28/T_MAT_1103147_Appendix16.pdf http://repository.upi.edu/7252/29/T_MAT_1103147_Appendix17.pdf http://repository.upi.edu/7252/30/T_MAT_1103147_Appendix18.pdf http://repository.upi.edu/7252/31/T_MAT_1103147_Appendix19.pdf http://repository.upi.edu/7252/32/T_MAT_1103147_Appendix20.pdf http://repository.upi.edu/7252/33/T_MAT_1103147_Appendix21.pdf http://repository.upi.edu/7252/34/T_MAT_1103147_Appendix22.pdf http://repository.upi.edu/7252/35/T_MAT_1103147_Appendix23.pdf http://repository.upi.edu/7252/36/T_MAT_1103147_Appendix24.pdf |