KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI SELF REGULATED LEARNING DAN MINAT BELAJAR SISWA SMA (Studi Komparatif di Dua SMA Kota Bandung)

• Main Author: Riska Nur Aini, - (Author)
• Format: Book
• Published: 2022-08-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/79834/6/T_MTK_2002232_Title.pdf; http://repository.upi.edu/79834/1/T_MTK_2002232_Chapter1.pdf; http://repository.upi.edu/79834/3/T_MTK_2002232_Chapter2.pdf; http://repository.upi.edu/79834/4/T_MTK_2002232_Chapter3.pdf; http://repository.upi.edu/79834/5/T_MTK_2002232_Chapter4.pdf; http://repository.upi.edu/79834/2/T_MTK_2002232_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Kemampuan pemecahan masalah matematis merupakan salah satu kemampuan berpikir tingkat tinggi dan standar kemampuan matematis. Oleh sebab itu, kemampuan pemecahan masalah matematis sangat penting dimiliki oleh siswa. Namun pada kenyataannya hasil survei PISA tahun 2018 ditemukan bahwa kemampuan pemecahan masalah matematis tergolong rendah, hal ini juga didukung oleh beberapa penelitian. Sehubungan dengan hal ini, pandemi Covid-19 yang masih berlangsung membuat proses pembelajaran dilakukan secara daring sehingga siswa membutuhkan self regulated learning dan minat belajar. Penelitian ini bertujuan untuk menganalisis perbedaan kemampuan pemecahan masalah matematis ditinjau dari self regulated learning atau minat belajar siswa SMA. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif komparatif. Populasi dalam penelitian adalah seluruh siswa kelas XI didua SMA Negeri Kota Bandung. Pengambilan sampel dilakukan dengan teknik purposive sampling dengan jumlah sampel sebanyak 8 kelas dari 23 kelas. Instrumen yang digunakan dalam penelitian meliputi: 1) Tes kemampuan pemecahan masalah matematis; 2) Angket self regulated learning; dan 3) Angket minat belajar siswa. Hasil penelitian menunjukkan: 1) Kemampuan pemecahan masalah matematis tergolong rendah, self regulated learning siswa mayoritas tergolong sedang, dan minat belajar siswa mayoritas tergolong sedang; 2) Ada perbedaan kemampuan pemecahan masalah matematis ditinjau dari self regulated learning siswa SMA; 3) Ada perbedaan kemampuan pemecahan masalah matematis ditinjau dari minat belajar siswa SMA; dan 4) Ada empat indikator self regulated learning yang mempunyai keeratan hubungan dengan keempat indikator kemampuan pemecahan masalah matematis; dan 5) Ada satu indikator minat belajar siswa yang mempunyai keeratan hubungan dengan keempat indikator kemampuan pemecahan masalah matematis. Mathematical problem solving ability is one of the higher order thinking skills and the standard of mathematical ability. Therefore, students need to have mathematical problem solving skills. But the results of the 2018 PISA survey found that mathematical problem solving abilities are low, this is also supported by several studies. In connection with this, the ongoing Covid-19 pandemic has forced the learning process to be carried out online so that students need self-regulated learning and interest in learning. This study aims to analyze differences in mathematical problem solving abilities in terms of self regulated learning or high school students' learning interests. This research uses a quantitative approach with a comparative descriptive method. The population in this study were all students of class XI in several public high schools in Bandung. Sampling was done by purposive sampling technique. The sample size was determined using the Isaac & Michael formula to obtain 251 students. The instruments used in this research include: 1) Mathematical problem solving ability test; 2) Self regulated learning questionnaire; and 3) Student interest in learning questionnaire. The results showed: 1) The ability to solve mathematical problems, self regulated learning, and student interest in learning was still low; 2) There were differences in mathematical problem solving abilities in terms of self regulated learning high school students; 3) There were differences in mathematical problem solving abilities in terms of learning interest high school students; and 4) There are four indicators of self regulated learning that have a close relationship with the four indicators of mathematical problem solving ability; and 5) There is one indicator of student interest in learning which has a close relationship with the four indicators of mathematical problem solving ability.