PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK - Izzati, Nur (2012)
Komunikasi matematis dan kemandirian belajar dalam matematika merupakan dua kompetensi penting yang perlu dikuasai siswa. Komunikasi matematis memainkan peranan penting, baik dalam hal memahami matematika maupun dalam hal menyampaikan matematika. Selanjutnya, kemandirian belajar dalam matematika merupakan faktor yang ikut menunjang kesuksesan siswa dalam belajar matematika. Pentingnya kemampuan komunikasi matematis dan kemandirian belajar dalam matematika, sayangnya tidak seiring dengan peningkatan penguasaan kedua kompetensi ini oleh siswa. Karena itu, perlu adanya upaya untuk menerapkan suatu model pembelajaran yang diperkirakan dapat memicu peningkatan kemampuan komunikasi matematis dan kemandirian belajar siswa dalam matematika. Penelitian ini menerapkan pendekatan Pendidikan Matematika Realistik (PMR) sebagai alternatif pendekatan pembelajaran yang diperkirakan dapat memicu peningkatan kedua kompetensi tersebut. Tujuan penelitian ini adalah untuk mengetahui seberapa besar kontribusi penerapan PMR terhadap peningkatan Kemampuan Komunikasi Matematis (KKM) dan Kemandirian Belajar Siswa dalam matematika (KBS), ditinjau dari: a) keseluruhan; b) level sekolah (tinggi, sedang, rendah); dan c) kemampuan awal matematis (KAM) siswa (atas, tengah, bawah). Penelitian ini menerapkan desain kuasi eksperimen. Sampel penelitian terdiri dari 239 orang siswa kelas VII pada tiga SMP Negeri di Kota Bandung, masing-masing mewakili sekolah level tinggi, sedang, dan rendah. Hipotesis penelitian diuji pada taraf signifikansi 5%, menggunakan Uji-t Berpasangan, Uji Peringkat Bertanda Wilcoxon, Uji-t Independen, Uji Mann-Whitney, dan Uji GLM Univariate Anova dilanjutkan dengan Uji Post Hoc for Multiple Comparison Bonferroni dan Uji Post Hoc for Multiple Comparison Games-Howell. Hasil penelitian ini menunjukkan bahwa: (1) peningkatan KKM siswa yang mendapat pembelajaran matematika melalui pendekatan PMR lebih tinggi secara signifikan dibandingkan dengan siswa yang mendapat pembelajaran matematika melalui pendekatan pembelajaran biasa (PB), ditinjau dari keseluruhan, berdasarkan level sekolah, dan berdasarkan kategori KAM siswa; (2) tidak ada pengaruh interaksi antara pendekatan pembelajaran dan level sekolah serta antara pendekatan pembelajaran dan kategori KAM siswa terhadap peningkatan KKM siswa; (3) terdapat peningkatan yang signifikan pada KBS bagi siswa yang belajar matematika melalui pendekatan PMR, ditinjau dari keseluruhan, pada sekolah level rendah, dan pada siswa dengan KAM tengah, sedangkan bagi siswa yang belajar matematika melalui pendekatan PB, tidak mengalami peningkatan KBS secara signifikan, baik ditinjau dari keseluruhan, berdasarkan level sekolah, maupun berdasarkan kategori KAM siswa; (4) tidak terdapat perbedaan yang signifikan pada peningkatan KBS antara siswa yang belajar matematika melalui pendekatan PMR dan PB. Mathematical communication and self-regulated learning in mathematics are two important competencies which have to be mastered by students. Mathematical communication plays an important role not only in understanding mathematics, but also in presenting mathematical ideas. Furthermore, self-regulated learning in mathematics is considered support the students to be successful in learning mathematics. The importance of the students' mathematical communication ability and self-regulated learning skills, unfortunately, are not in line with the students' abilities in these competencies. Therefore, we have to implement a learning model that is expected to lead development mathematical communication ability and self-regulated learning of the students in mathematics. This study applied a realistic mathematics education (RME) approach as a learning approach which is predicted to stimulate development of the students in these competencies. The purposes of the study are to investigate how much contribution of application of RME in enhancing mathematical communication ability and self-regulated learning skills, based on: a) overall, b) school levels (high, medium, low), and c) categories of prior mathematical ability (PMA) of students (top, middle, bottom). This study applied quasy experiment design. The samples of this research consist of 239 students in grade VII, in three Junior High Schools in Bandung, each represents high-level school, medium-level school and low-level school. Research hypotheses were tested at 5% significance level, using Paired Samples t-Test, Wilcoxon Signed- Rank Test, Mann-Whitney U Test, Independent Samples t-Test, and GLM univariate Anova Test followed by Post Hoc Test for Multiple Comparison Bonferroni and Post Hoc Test for Multiple Comparison Games-Howell. The results indicate that: (1) the enhancement of mathematical communication ability of students who learned mathematics under RME approach is significantly higher than the students who learned mathematics under conventional learning (CL) approach, in the light of overall, based on school levels, and based on PMA categories of students; (2) there was no interaction effect between teaching approaches and school levels, and between teaching approaches and PMA categories toward improvement mathematical communication ability of students; (3) there was a significant increase in self-regulated learning of students on mathematics who learned mathematics under RME approach, in the light of overall, on low-level school, and on middle category of PMA, while the students who learned mathematics under CL approach, did not significantly improve in self-regulated learning, based on averall, school levels, or PMA categories of students; (4) there was no significant difference on self-regulated learning enhancement of students in mathematics between students who learned mathematics under RME approach and students who learned mathematics under CL approach.