PENINGKATAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS SERTA KEMANDIRIAN BELAJAR SISWA SEKOLAH MENENGAH ATAS MELALUI STRATEGI PQ4R DAN BACAAN REFUTATION TEXT

• Main Author: Tandililing, Edy (Author)
• Format: Book
• Published: 2011-08-11.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/8504/1/d_mat_0809553_table_of_content.pdf; http://repository.upi.edu/8504/2/d_mat_0809553_chapter1.pdf; http://repository.upi.edu/8504/3/d_mat_0809553_chapter2.pdf; http://repository.upi.edu/8504/4/d_mat_0809553_chapter3.pdf; http://repository.upi.edu/8504/5/d_mat_0809553_chapter4.pdf; http://repository.upi.edu/8504/6/d_mat_0809553_chapter5.pdf; http://repository.upi.edu/8504/7/d_mat_0809553_bibliography.pdf
• Keywords: LB1603 Secondary Education. High schools; QA Mathematics

Penelitian ini merupakan penelitian eksperimen berdisain pretes-postes kelompok kontrol dengan tujuan menelaah pengaruh strategi PQ4R dan Bacaan Refutation text, level sekolah, dan pengetahuan awal matematis siswa terhadap pencapaian dan peningkatan kemampuan pemahaman matematis siswa dan komunikasi matematis siswa serta kemandirian belajar siswa. Subyek penelitian sebanyak 214 siswa kelas X dari tiga SMA Negeri dari level sekolah tinggi, sedang, dan rendah di Pontianak. Instrumen penelitian terdiri dari satu set tes pemahaman matematis, satu set tes komunikasi matematis, dan satu tes skala kemandirian belajar siswa. Analisis data menggunakan Uji Kosmogorov-Smirnov (Uji Z), Uji Leven, Uji t, Anava satu jalur dan dua jalur, uji Post Hoc (Scheffe) serta uji Chi-Square. Penelitian menemukan bahwa pembelajaran dengan strategi PQ4R dan bacaan Refutation Text memberikan pengaruh konsisten dibandingkan dengan pengaruh pembelajaran konvensional baik ditinjau secara keseluruhan, berdasarkan level sekolah maupun pengetahuan awal matematis (PAM). Selain itu, penelitian juga menemukan bahwa: (1) tidak terdapat interaksi antara pembelajaran (PQ4R dan bacaan Refutation Text dan konvensional) dan level sekolah terhadap kemampuan pemahaman matematis, komunikasi matematis, dan kemandirian belajar siswa; (2) tidak terdapat interaksi yang signifikan antara pembelajaran dan pengetahuan awal matematika (PAM) siswa terhadap kemampuan pemahaman matematis, komunikasi matematis, dan kemandirian belajar matematika siswa; dan (3)Pemahaman matematis memberikanEffect Size (kontribusi) lebih besar dibandingkan komunikasi matematis ditinjau dari level sekolah maupun pengetahuan awal matematis; (4) Terdapat asosiasi antara: kemampuan pemahaman matematis,dankomunikasi matematis; pemahamanmatematisdankemandirianbelajarsiswa; sertakomunikasimatematisdankemandirianbelajarsiswa. Kata-kata kunci: pq4r, refutation text,pemahaman matematis, komunikasi matematis, dan kemandirian belajar matematika. This study is experimental research with control group post test-pre test design and aimed to examine the influence of PQ4R strategy and Refutation text reading, school level, and student's mathematical prior knowledge toward the achievement and enhancement of student's mathematical comprehension ability and mathematical communication and self regulated learning. The subject of the study is 214 students of class X from three Public Senior High Schools from high, medium and low school level in Pontianak. Research instrument consists of one set of student's mathematical comprehension test, one set of student's mathematical communication test, and one set of student's self-regulated learning. Data analysis use Kosmogorov-Smirnov Test (Test-Z), Leven Test, Test -t, one-way and two-way ANOVA, Post Hoc Test (Scheffe) and also Chi-Square test. This study finds that learning with PQ4R strategy and Refutation Text reading give consistent influence compared to conventional learning influence whether it is viewed as a whole, based on school level or mathematical prior knowledge. In addition, this study also finds that: (1) there is no interaction among learning (PQ4R, Text Refutation reading, and conventional) and school level toward student"s mathematical comprehension ability, mathematical communication, and self-regulated learning; (2) there is no significant interaction between learning and mathematical prior knowledge toward student's mathematical comprehension ability, mathematical communication, and self regulated learning; and (3) mathematical comprehension give Effect Size (contribution) which is bigger compared to mathematical communication viewed from school level as well as mathematical prior knowledge; (4) There is association among: mathematical comprehension ability and mathematical communication;mathematical comprehensionand self-regulated learning; student"s mathematical communication and self-regulated learning. Keywords: PQ4R, refutation text, mathematical comprehension, mathematical communication, and mathematical self-regulated learning