MENINGKATKAN KEMAMPUAN KOMUNIKASI DAN PEMECAHAN MASALAH MATEMATIK MELALUI PEMBELAJARAN KONTEKSTUAL BERBANTUAN KOMPUTER PADA SISWA SMA - Yonandi, - (2011)
Penelitian ini merupakan suatu eksperimen berdisain pretes-postes kelompok kontrol dengan tujuan menelaah pengaruh pendekatan pembelajaran kontekstual berbantuan komputer, level sekolah, dan pengetahuan awal matematika siswa terhadap pencapaian dan peningkatan kemampuan komunikasi, pemecahan masalah, dan disposisi matematik siswa. Subyek penelitian sebanyak 244 siswa kelas XI dari dua SMA Negeri dari level sedang, dan tinggi di Tasikmalaya. Instrumen penelitian terdiri dari satu set tes komunikasi, satu set tes pemecahan masalah, dan satu set skala disposisi matematik. Analisis data menggunakan uji Kolmogorov-Smirnov (uji Z), uji Levene (uji F), ANAVA satu dan dua jalur, uji Post Hoc (Scheffe dan Tamhane), Uji Kruskal-Wallis, serta uji Chi-Square. Penelitian menemukan bahwa pembelajaran kontekstual berbantuan komputer (PKBK) memberikan pengaruh konsisten dibandingkan dengan pengaruh pembelajaran kontekstual (PKnt) tanpa bantuan komputer, pembelajaran ekspositori (PEks), level sekolah, dan pengetahuan awal matematika (PAM) siswa terhadap pencapaian dan peningkatan (gain) kemampuan komunikasi, pemecahan masalah dan disposisi matematik siswa. Selain itu, penelitian juga menemukan bahwa: (1) Terdapat interaksi antara pendekatan pembelajaran dan level sekolah terhadap kemampuan komunikasi, kemampuan pemecahan masalah, dan disposisi matematik siswa; (2) Tidak terdapat interaksi antara pendekatan pembelajaran dan PAM terhadap kemampuan komunikasi dan kemampuan pemecahan masalah matematik siswa; (3) Terdapat interaksi antara pendekatan pembelajaran dan PAM terhadap disposisi matematik siswa (4) Pada PKBK, terdapat asosiasi antara kemampuan komunikasi dan kemampuan pemecahan masalah matematik, serta antara kemampuan komunikasi dan disposisi matematik. Kata-kata kunci: pembelajaran kontekstual, kontekstual berbantuan komputer, kemampuan komunikasi matematik, kemampuan pemecahan masalah matematik, disposisi matematik, interaksi, dan asosiasi   ABSTRACT This study is a pretest-posttest experimental control group design conducted to analyze the influence of Computer-Assisted Contextual Learning (CACL), school cluster, and prior mathematics ability on students' achievement and gain on mathematical communication ability, problem solving ability and disposition. Subjects of this study were 244 eleventh grade students from two senior high schools of medium and high cluster in Tasikmalaya, and the instruments were a set of mathematical communication test, a set of mathematical problem solving test, and a set of mathematical disposition scale. The data were analyzed by using Kolmogorov-Smirnov test (Z-test), Levene test (F-test), one-way ANOVA, two-way ANOVA, Post Hoc test (Scheffe and Tamhane), Kruskal-Wallis test, and Chi-Square test. The study found that CACL gave most consistent influence than contextual learning without computer-assisted instruction (CTL), expository learning (EL), school cluster, and prior mathematics knowledge on students' achievement and gain of mathematical communication ability, problem solving ability and disposition. Moreover the study found: (1) There was interaction between teaching approaches and school cluster toward students' mathematical communication ability, problem solving ability, and disposition; (2) There wasn't interaction between teaching approaches and students' prior mathematics knowledge toward students' mathematical communication ability and problem solving ability; (3) There was interaction between teaching approaches and students' prior mathematics knowledge toward students' mathematical disposition; (4) In CACL, there was association between mathematical communication and problem solving abilities, as well as mathematical communication ability and mathematical disposition. Key words: Contextual (CTL), Computer-Assisted Contextual Learning (CACL), mathematical communication ability, mathematical problem solving ability, mathematical disposition, interaction, and assosiation