PENINGKATAN PEMAHAMAN MATEMATIS TEORI KINACH PADA SISWA SMP MELALUI IMPLEMENTASI MODEL BRAIN-BASED LEARNING

• Main Author: Salsabila Feby Al Laili Gusnan, - (Author)
• Format: Book
• Published: 2022-12-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Pembelajaran matematika yang bermakna akan menciptakan pemahaman matematis. Model pembelajaran yang memerhatikan kebermaknaan agar kinerja otak menjadi lebih baik dan optimal untuk membentuk atau meningkatkan pemahaman matematis adalah model Brain-Based Learning. Tujuan dari penelitian ini adalah untuk mengkaji peningkatan pemahaman matematis Teori Kinach pada siswa SMP, membandingkan perbedaan peningkatan pemahaman matematis Teori Kinach pada siswa SMP melalui implementasi model Brain-Based Learning dan model Direct Learning, serta meninjau peningkatan tiap indikator pemahaman matematis Teori Kinach pada siswa SMP. Jenis penelitian ini adalah penelitian kuantitatif dengan metode penelitian kuasi eksperimen. Desain penelitian yang digunakan adalah Pretest-Posttest Non-Equivalent Control Group Design. Populasi pada penelitian ini ialah siswa kelas VIII di salah satu SMP Negeri Kota Cimahi. Sampel penelitian dipilih dua kelas yaitu satu kelas merupakan kelompok kontrol menerima model Direct Learning dan kelas lainnya sebagai kelompok eksperimen menerima model Brain-Based Learning. Instrumen penelitian menggunakan instrumen tes pemahaman matematis Teori Kinach pada materi Pola Bilangan. Pengolahan dan analisis data dilakukan berbantuan software WPS Spreadsheet dan SPSS. Adapun hasil penelitian ini yaitu: 1) Model Brain-Based Learning dan model Direct Learning dapat meningkatkan pemahaman matematis Kinach pada siswa SMP; 2) Peningkatan pemahaman matematis Kinach pada siswa SMP yang melalui implementasi model Brain-Based Learning lebih baik dibandingkan dengan siswa yang menerima pembelajaran dengan model Direct Learning; 3) Peningkatan pemahaman matematis Kinach untuk kedua model pembelajaran pada indikator pemahaman konten dan pemahaman konsep berada pada kategori rendah karena kemampuan awal yang sudah cukup baik, sedangkan untuk pemahaman pemecahan masalah, pemahaman epistemik, dan pemahaman inkuiri berada pada kategori sedang. A meaningful mathematics learning will create mathematical understanding. A learning model that pays attention to meaningfulness so that the brain's performance becomes better and optimal for forming or increasing mathematical understanding is Brain-Based Learning model. The purpose of this study was to examine the increase in the mathematical understanding of Kinach's Theory, to compare the difference in the enhancement of the mathematical understanding of Kinach's Theory through the implementation of Brain-Based Learning and Direct Learning models, as well as to review the improvement in each indicator of mathematical understanding of Kinach's theory for junior high school students. This type of research is quantitative research with quasi-experimental research methods. The research design used was Pretest-Posttest Non-Equivalent Control Group Design. The population in this study were grade VIII students in one of the public junior high schools in Cimahi. Two classes were selected for the research sample, namely one class was the control group which received Direct Learning model and the other class as the experimental group which received Brain-Based Learning model. The research instrument used the Kinach's mathematical understanding theory test on the Patterns and Sequences material. Data processing and analysis was carried out with the help of WPS Spreadsheet and SPSS software. The results of this study are: 1) Brain-Based Learning model and Direct Learning model can improve Kinach's mathematical understanding for junior high school students; 2) The improvement of Kinach's mathematical understanding for junior high school students through the implementation of Brain-Based Learning model is better than students who receive learning using Direct Learning model; 3) The improvement of Kinach's mathematical understanding for both learning models on indicators of content and concept are categorized on low level because the initial ability is quite good, while for problem solving, epistemic, and inquiry are categorized on medium level.

Item Description

http://repository.upi.edu/86696/1/S_MAT_1804514_Title.pdf
http://repository.upi.edu/86696/2/S_MAT_1804514_Chapter%201.pdf
http://repository.upi.edu/86696/3/S_MAT_1804514_Chapter%202.pdf
http://repository.upi.edu/86696/5/S_MAT_1804514_Chapter%203.pdf
http://repository.upi.edu/86696/4/S_MAT_1804514_Chapter%204.pdf
http://repository.upi.edu/86696/6/S_MAT_1804514_Chapter%205.pdf
http://repository.upi.edu/86696/7/S_MAT_1804514_Appendix.pdf