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INDONESIA
Jurnal Riset Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 23562684     EISSN : 24771503     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Arjuna Subject : -
Articles 213 Documents
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KEEFEKTIFAN PENDEKATAN METAKOGNITIF DITINJAU DARI PRESTASI BELAJAR, KEMAMPUAN BERPIKIR KRITIS, DAN MINAT BELAJAR MATEMATIKA Maria Isabella Chrissanti; Djamilah Bondan Widjajanti
Jurnal Riset Pendidikan Matematika Vol 2, No 1: May 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (635.777 KB) | DOI: 10.21831/jrpm.v2i1.7150

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan pendekatan metakognitif, pendekatan konvensional, dan perbandingan keefektifan pembelajaran matematika dengan pendekatan metakognitif dan pendekatan konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Banguntapan yang terdiri atas delapan kelas. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes sedangkan instrumen yang digunakan untuk mengumpulkan data berupa soal tes prestasi belajar dan soal tes kemampuan berpikir kritis, serta angket minat belajar matematika siswa. Data dalam penelitian ini diuji menggunakan uji proporsi dengan hampiran normal. Hasil penelitian ini mengindikasikan bahwa pendekatan metakognitif efektif ditinjau dari prestasi belajar siswa dan minat belajar matematika siswa, namun tidak efektif ditinjau dari kemampuan berpikir kritis siswa. Pendekatan konvensional tidak efektif ditinjau dari prestasi belajar siswa dan kemampuan berpikir kritis, namun tidak efektif ditinjau dari minat belajar matematka siswa. Selain itu diperoleh pula hasil bahwa pendekatan metakognitif lebih efektif dibanding pendekatan konvensional ditinjau dari prestasi belajar siswa dan kemampuan berpikir kritis, namun tidak lebih efektif dibanding ditinjau dari minat belajar matematika siswa. Kata kunci: pendekatan metakognitif, pendekatan konvensional, prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa.   THE EFFECTIVENESS OF METACOGNITIVE APPROACH ACCORDING TO LEARNING ACHIEVEMENT, CRITICAL THINKING SKILL, AND INTEREST IN LEARNING MATHEMATICS Abstract This study is aimed to describe the effectiveness of metacognitive approach, the effectiveness of conventional approach, and the effectiveness of the comparison between metacognitive approach and conventional approach according to learning achievement, critical thinking skill, and student’s interest in learning mathematics. This study was a quasi experiment whose object was all the 8th graders of State Junior High School 3 Banguntapan. The instrument to collect the data was a test to indicate the learning achievement and critical thinking skill, and also a questionnaire to reveal student’s interest in learning mathematics. The data were analyzed using the proportion test with normal approach. The results of the study indicate that the metacognitive approach is effective according to learning achievement and student’s interest in learning mathematics but ineffective according to critical thinking skill. The conventional approach is ineffective according to learning achievement and critical thinking skill, but effective according to student’s interest in learning mathematics; the metacognitive approach is more effective than conventional approach according to learning achievement and critical thinking skill but less effective than conventional approach according to student’s interest in learning mathematics. Keywords: metacognitive approach, conventional approach, learning achievement, critical thinking skill, student’s interest in learning mathematics.
Keefektifan strategi REACT ditinjau dari prestasi belajar, kemampuan penyelesaian masalah, koneksi matematis, self-efficacy Runtyani Irjayanti Putri; Rusgianto Heri Santosa
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (517.155 KB) | DOI: 10.21831/jrpm.v2i2.7345

Abstract

Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan strategi pembelajaran REACT pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, (2) menentukan strategi pembelajaran yang lebih efektif diantara strategi REACT dan pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Penelitian ini adalah penelitian quasi experiment. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji one sample t-test, uji T2 Hotelling’s, dan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa: (1) strategi pembelajaran REACT efektif pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, dan (2) strategi pembelajaran REACT lebih efektif daripada pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang.Kata Kunci: strategi REACT, prestasi belajar, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA The Effectiveness of REACT Strategy Viewed from Learning Achievement, Problem Solving Ability, Mathematical Connection, Self-EfficacyAbstractThe aims of this study are to: (1) to describe the effectiveness of the REACT strategy viewed from Mathematics Learning Achievement, Mathematics Problem Solving Ability, Mathematics Connection Ability, and Student Self efficacy of State Senior High School 4 Magelang Students, and (2) determine a more effective learning strategies between REACT strategy and conventional learning in the derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connections ability, and self-efficacy of State Senior High School 4 Magelang Students.This study was a quasi-experimental research. Collecting data technique are test and nontest. Analyze data technique using one-sample t-test, Hotelling's T2-test, and t-Bonferroni test. The results show that: (1) The REACT strategy is effective in derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connections ability, and self-efficacy of State Senior High School 4 Magelang Students, and (2) REACT strategy is more effective than conventional learning in derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connection ability, and self-efficacy of State Senior High School 4 Magelang StudentsKeywords: REACT strategy, mathematics learning achievement, mathematical problem solving ability, mathematical connection ability, and self-efficacy of senior high school students
Pengembangan perangkat pembelajaran bangun ruang di SMP dengan pendekatan problem-based learning Niluh Sulistyani; Heri Retnawati
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (608.116 KB) | DOI: 10.21831/jrpm.v2i2.7334

Abstract

Penelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran bangun ruang SMP dengan pendekatan problem-based learning yang valid, praktis, dan efektif dilihat dari pencapaian kompetensi dasar, kemampuan berpikir kritis, dan sikap terhadap matematika. Jenis penelitian ini merupakan penelitian pengembangan model 4D yang meliputi tahap pendefinisian, perancangan, pengembangan, dan tahap disseminasi. Hasil penelitian berupa perangkat pembelajaran bangun ruang yang terdiri atas silabus, RPP, LKS, dan instrumen evaluasi berupa tes pencapaian kompetensi dasar dan kemampuan berpikir kritis yang valid, praktis, dan efektif. Kevalidan perangkat mencapai kategori sangat baik ditinjau dari penilaian para ahli. Kepraktisan perangkat mencapai kategori sangat baik ditinjau dari penilaian guru, penilaian peserta didik, dan observasi keterlaksanaan pembelajaran. Aspek keefektifan dipenuhi dari tercapainya minimal 75% peserta didik lulus KKM ditinjau dari pencapaian kompetensi dasar dan berpikir kritis, serta lebih dari 80% peserta didik mempunyai sikap terhadap matematika dalam kategori tinggi. Dari kegiatan ekperimen diperoleh bahwa perangkat yang dikembangkan lebih efektif daripada perangkat pembelajaran konvensional ditinjau dari pencapaian kompetensi dasar, berpikir kritis, dan sikap terhadap matematika.Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan problem-based learning, bangun ruang SMP Developning Space Learning Kits in Junior High School with Problem-Based Learning ApproachAbstractThis study was aimed to produce space learning kits with problem-based learning approach in Junior High School which was valid, practical, and effective based on achievement of basic competence, critical thinking skill, and attitude towards mathematics. This study was and development study using the 4D development model that included defining, designing, developing, and  disseminating phase. This study produced valid, practical, and effective space learning kits that consisted of syllabus, lesson plans, students’ worksheets, and assessment tests that included test of basic competence achievement and critical thinking test. Kits validity gets very good category from expert assessment. Kits practically gets very good category from teachers assessment, students assessment, and observation of learning implementation. The aspect of effectiveness was seen from achievement minimal 75% of the student pass the minimum score for achievement of basic competence and critical thinking skill, and more than 80% of student have attitude toward mathematics in high category. The result of experiment activity shows that the developed learning kits more effective than conventional learning kits based on achievement of basic competence, critical thinking, and attitude toward mathematics.Keywords: development, learning kits, problem-based learning approach, space
PENGEMBANGAN BAHAN AJAR MATEMATIKA DENGAN PENDEKATAN KONTEKSTUAL DAN METODE PENEMUAN TERBIMBING UNTUK MENINGKATKAN EQ DAN SQ SISWA SMP AKSELERASI Yhasinta Agustyarini; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 2, No 1: May 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (494.616 KB) | DOI: 10.21831/jrpm.v2i1.7156

Abstract

Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah pengembangan bahan ajar matematika dengan pendekatan kontekstual dan metode penemuan terbimbing serta mendeskripsikan kualitas hasil pengembangan bahan ajar tersebut. Penelitian ini merupakan penelitian pengembangan dengan tahap utama meliputi: (1) investigasi awal, (2) desain, (3) realisasi, (4) uji coba, evaluasi dan revisi, serta (5) implementasi. Aspek kevalidan bahan ajar dan komponen pendukungnya ditinjau dari penilaian para ahli dan mencapai kriteria valid dengan kategori sangat baik. Aspek kepraktisan mencapai kriteria praktis dengan kategori sangat baik ditinjau dari observasi keterlaksanaan pembelajaran, penilaian oleh guru, dan penilaian oleh peserta didik. Aspek keefektifan telah tercapai ditinjau dari tes ketercapaian kompetensi, angket EQ dan SQ peserta didik. Hasil uji coba lapangan menunjukkan bahwa lebih dari 80% peserta didik telah mencapai KKM dan persentase banyak peserta didik sebelum dan sesudah pembelajaran mengalami peningkatan pada kategori  minimal tinggi dan minimal sangat tinggi untuk angket EQ dan SQ. Penelitian ini menghasilkan bahan ajar matematika dan komponen pendukungnya, meliputi silabus, rencana pelaksanaan pembelajaran (RPP), dan modul matematika yang valid, praktis, dan efektif, serta tes ketercapaian kompetensi (TKK) yang valid, praktis, dan reliabel. Kata kunci: pengembangan, bahan ajar, pendekatan kontekstual, penemuan terbimbing, EQ, SQ, akselerasi  DEVELOPING MATHEMATICS INSTRUCTIONAL MATERIAL USINGCONTEXTUAL APPROACH AND GUIDED INQUIRY METHOD TO INCREASE EQ AND SQ OF ACCELERATION STUDENTS IN JUNIOR HIGH SCHOOL Abstract This research is aimed to describe steps of developing mathematics instructional material using contextual approach and guided inquiry method and describe the quality of the developed product. This research is a developmental research with the main steps cover (1) preliminary investigation, (2) design, (3) realization/construction, (4) test, evaluation, and revision, and (5) implementation. The result of validation by expert jugdement shows that the instructional material that is developed is of valid criteria of very good category. The aspects of practicality was of practice criteria of very good category as seen from the implementation of the learning, evaluation by the teachers, and evaluation by the students. The aspect of effectiveness could be reached from the students’ achievement and EQ and SQ questionnaire. The result of the test shows that more than 80% of the student achieve the minimum score and percentage many of students who are at a high minimum and very high minimum category increase on EQ and SQ questionnaire. The research produced mathematics instructional material and supporting components, consisting of valid, practical, and effective syllabuses, lesson plans, mathematics module, and the valid, practical, and reliable of test. Keywords: development, instructional material, contextual approach, guided inquiry, EQ, SQ, acceleration
FRONT MATTER (Cover, Editorial Board, Foreward of Chairperson, Table of Contents) - -
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (380.283 KB) | DOI: 10.21831/jrpm.v2i2.7401

Abstract

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PERBANDINGAN KEEFEKTIFAN ANTARA PROBLEM-BASED LEARNING SETTING NUMBERED HEAD TOGETHER DAN SETTING JIGSAW Miftakhus Sholikhah; Hartono Hartono
Jurnal Riset Pendidikan Matematika Vol 2, No 1: May 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (672.284 KB) | DOI: 10.21831/jrpm.v2i1.7151

Abstract

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan problem-based learning dengan setting model pembelajaran kooperatif tipe Numbered Head Together (PBL-NHT) dan problem-based learning dengan setting model pembelajaran kooperatif tipe jigsaw; dan (2) pembelajaran yang lebih efektif antara PBL-NHT dan PBL-Jigsaw ditinjau dari prestasi belajar matematika, kemampuan berpikir kritis, dan disposisi matematis siswa kelas X SMA. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen), yang menggunakan rancangan pretest-postest non-equivalen multiple-group design. Instrumen yang digunakan adalah tes prestasi belajar matematika, tes kemampuan berpikir kritis, dan angket disposisi matematis. Data dianalisis menggunakan uji multivariat (MANOVA) dan independent sample t-test. Hasil penelitian menunjukkan bahwa kedua model pembelajaran ini efektif ditinjau dari kemampuan berpikir kritis dan disposisi matematis, tetapi tidak efektif ditinjau dari prestasi belajar matematika. PBL-Jigsaw lebih efektif dibandingkan PBL-NHT ditinjau dari disposisi matematis, tetapi tidak berbeda jika ditinjau dari kemampuan berpikir kritis matematis dan prestasi belajar matematika. Kata Kunci: problem-based learning, numbered head together, jigsaw, prestasi belajar matematika, kemampuan berpikir kritis, disposisi matematis   THE COMPARISON OF THE EFFECTIVENESS OF PROBLEM-BASED LEARNING OF NUMBERED HEAD TOGETHER AND THAT OF THE JIGSAW Abstract This study aims to describe: (1) the effectiveness of problem-based learning of the numbered head together (PBL-NHT) type and that of jigsaw (PBL-Jigsaw) type, and (2) the more effective teaching between PBL-NHT and PBL-Jigsaw in terms of learning achievement, critical thinking skills, and mathematics dispositions of class X students. This study was a quasi-experiment using a pretest-posttest with the non-equivalent multiple-group design. The instruments used were a math achievement test, critical thinking test, and mathematics disposition questionnaire. The data were analyzed using the multivariate (MANOVA) and independent sample t test. The results of this study show both the models are effective in terms of critical thinking skills and mathematics dispositions, but they are not effective in their learning achievement. The PBL-Jigsaw is more effective than PBL-NHT in mathematics dispositions, but does not differ in terms of the critical thinking skills and learning achievement. Keywords: problem-based learning, numbered head together, jigsaw, learning achievement, critical thinking skills, mathematics dispositions
Keefektifan cooperative learning STAD dan GI ditinjau dari kemampuan berpikir kritis dan komunikasi matematis Sapitri Sapitri; Hartono Hartono
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.071 KB) | DOI: 10.21831/jrpm.v2i2.7346

Abstract

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan model pembelajaran kooperatif tipe STAD dan GI, dan (2) manakah yang lebih efektif antara kedua metode tersebut ditinjau dari kemampuan berpikir kritis dan komunikasi matematis siswa. Penelitian ini adalah penelitian eksperimen semu dengan rancangan pretest-posttest nonequivalent group design. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif tipe STAD dan GI keduanya efektif. Tidak terdapat perbedaan keefektifan diantara keduanya  ditinjau dari kemampuan berpikir kritis dan kemampuan komunikasi matematis siswa pada pembelajaran himpunan di kelas VII.Kata Kunci: STAD, GI, berpikir kritis, komunikasi matematis. The Effectiveness of the Cooperative Learning STAD and GI in Terms of Critical Thinking and Mathematical CommunicationAbstractThis study aims to describe: (1) the effectiveness of cooperative learning model of STAD type and GI, and (2) the more effective model between the two in terms of critical thinking skills and students' mathematical communication. This study is a quasi-experimental study with a pretest-posttest nonequivalent group design. The results show that cooperative learning of STAD type and GI approach are effective. There is no difference between them in terms of the effectiveness of critical thinking skills and the students’ mathematical communication skills  in the teaching of the material on sets to class VII.Keywords: STAD, GI, critical thinking, mathematical communication
PENGARUH LINGKUNGAN SOSIAL TERHADAP ASPEK INDIVIDU DAN HUBUNGANNYA DENGAN PRESTASI AKADEMIK MAHASISWA PENDIDIKAN MATEMATIKA Abul Walid; Hartono Hartono
Jurnal Riset Pendidikan Matematika Vol 2, No 1: May 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (600.34 KB) | DOI: 10.21831/jrpm.v2i1.7146

Abstract

Penelitian ini bertujuan untuk mendeskripsikan model pengaruh lingkungan sosial terhadap aspek individu (prokrastinasi akademik, self-regulated learning, dan self-efficacy) dan hubungannya dengan prestasi akademik mahasiswa pendidikan matematika. Populasi penelitian ini sebanyak 1.285 mahasiswa pendidikan matematika di tiga perguruan tinggi di Kota Jambi. Sampel dipilih dengan cara purposif bersamaan dengan stratifikasi dua angkatan mahasiswa pendidikan matematika, selanjutnya diambil secara acak 260 mahasiswa sebagai subjek penelitian. Pengumpulan data menggunakan skala Likert. Validitas instrumen menggunakan validitas isi dan validitas konstruk. Teknik analisis data yang digunakan adalah model persamaan struktural (SEM), analisis faktor konfirmatori (CFA), dan t-test. SEM dan CFA digunakan untuk menguji secara kuantitatif model kausalitas simultan variabel penelitian baik secara langsung maupun tidak langsung serta menguji apakah konstruk teoritis yang dimodelkan didukung oleh data yang dikumpulkan, sedangkan t-test digunakan untuk menguji secara statistik perbedaan rata-rata skor setiap variabel dilihat dari gender. Hasil penelitian ini menunjukkan bahwa model persaman struktural yang dikembangkan sesuai dengan data yang dikumpulkan. Gender berpengaruh terhadap perbedaan setiap variabel, kecuali alasan penundaan. Hasil penelitian ini juga menunjukkan bahwa terdapat pengaruh lingkungan sosial terhadap aspek individu (prokrastinasi akademik, self-regulated learning dan self-efficacy) dan terdapat hubungannya dengan prestasi akade-mik mahasiswa pendidikan matematika. Kata Kunci: SEM, prestasi akademik, prokrastinasi akademik, self-regulated learning, self-efficacy, dan lingkungan sosial.   THE EFFECTS OF SOCIAL ENVIRONMENT ON INDIVIDUAL ASPECTS AND THEIR RELATIONSHIP WITH THE ACADEMIC ACHIEVEMENT OF THE STUDENTS OF MATHEMATICS EDUCATION DEPARTMENTS Abstract This study aims to describe the models of the effect of social environment on individual aspects (academic procrastination, self-regulated learning, and self-efficacy) and their relationship with the academic achievement of the students of mathematics education departments. The population was 1.285 under graduate students of mathematics education departments at three universities in Jambi. The sample was established purposively along with the stratification sampling, from which subsequent subjects were randomly selected 260 students from the population. The data were collected through Likert-scale. The instrument validity was in term of the content validity and construct validity. The data were analyzed using the structural equation modeling (SEM), confirmatory factor analysis (CFA), and t-test. SEM and CFA were used to test quantitatively the model of simultaneous causality, either directly or indirectly and to test whether the theoretical constructs were supported by the data collected, while the t-test were used to find out statistically the differences of the mean score of each variable  in terms of gender. The result of the study shows that the structural equation model developed appropriate (fit) with the data collected. It was found that gender affects the differences in all variables, except the reasons for procrastination. The result also indicate that there are effect of social environment on individual aspects (academic procrastination, self-regulated learning, and self-efficacy) and there is relationship with the academic achievement of the students of mathematics education departments. Keywords: SEM, academic achievement, academic procrastination, self-regulated learning, self-efficacy, and social environment
Keefektifan pendekatan open-ended dan problem solving pada pembelajaran bangun ruang sisi datar di SMP Nuning Melianingsih; Sugiman Sugiman
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (550.253 KB) | DOI: 10.21831/jrpm.v2i2.7335

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Penelitian ini bertujuan untuk menentukan keefektifan dan perbandingan keefektifan dari pendekatan open-ended dan problem solving pada pembelajaran bangun ruang sisi datar ditinjau dari pencapaian kemampuan penalaran, pemecahan masalah, dan komunikasi matematis. Penelitian ini adalah quasi experiment dengan desain pretest-posttest nonequivalent group design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Pandak, Bantul, Yogyakarta. Selanjutnya dengan memilih secara acak dari keseluruhan kelas tersebut, terpilih kelas VIII F dan VIII G sebagai sampel penelitian. Untuk menguji keefektifan masing-masing pendekatan pembelajaran digunakan uji one sample t-test. Untuk menguji bahwa pendekatan open-ended lebih efektif daripada pendekatan problem solving, data dianalisis menggunakan MANOVA yang dilanjutkan dengan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa kedua pendekatan pembelajaran efektif ditinjau dari masing-masing aspek, dan pendekatan open-ended lebih efektif daripada pendekatan problem solving pada pembelajaran bangun ruang sisi datar ditinjau dari pencapaian kemampuan penalaran, pemecahan masalah, dan komunikasi matematis di SMP.Kata Kunci: pendekatan open-ended, pendekatan problem solving, kemampuan penalaran, kemampuan pemecahan masalah, kemampuan komunikasi matematis The Effectiveness of Open-Ended and Problem Solving Approach in Matter of Flat Side Construct in Junior High SchoolAbstractThe aims of this research are to decide the effectiveness and the comparison of the effectiveness of open-ended and problem solving approach toward matter of flat side construct lesson viewed from achivement of reasoning ability, problem solving and mathematics communication. This study was a quasi experimental study using the pretest-posttest nonequivalent group design. The research population covered the entire VIII class students’ of SMP Negeri 1 Pandak, Bantul, Yogyakarta. From the population, classes of VIII F and VIII G were selected randomly as the research sample. To test the effectiveness of open-ended and problem solving approach, the one sample t-test was carried out. Then, to test the more effectiveness of the open-ended approach than the problem solving approach, the MANOVA was carried out and then continued by the t-Bonferroni test. The results of the study show that open-ended and problem solving approaches are effective and open-ended approach is more effective than  problem solving approach in matter of flat side construct’ viewed from achivement of reasoning ability, problem solving, and mathematics communication in junior high school.Keywords: the open-ended approach, the problem solving approach, reasoning ability, problem solv-ing ability, mathematics communication ability
ANALISIS PROSES PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA Youwanda Lahinda; Jailani Jailani
Jurnal Riset Pendidikan Matematika Vol 2, No 1: May 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (587.124 KB) | DOI: 10.21831/jrpm.v2i1.7157

Abstract

Penelitian ini bertujuan untuk mendeskripsikan: (1) pengetahuan yang sudah dimiliki siswa, (2) strategi, dan (3) kontrol kognitif yang di lakukan siswa sekolah menengah pertama dalam meyelesai-kan masalah matematika. Jenis penelitian ini menggunakan penelitian kualitatif deskriptif. Subjek penelitian ini adalah siswa kelas IX SMP Negeri 1 Siau Timur sebanyak 171 siswa. Sampel diambil sebanyak 15 dari 171 siswa, dimana masing-masing kategori terdiri atas 5 siswa.Pengumpulan data dilakukan dengan menggunakan tes tulis dalam bentuk soal uraian dan dilengkapi dengan wawancara terhadap subjek untuk memperjelas karakteristik proses pemecahan masalah siswa yaitu Pengetahuan awal, strategi, dan kontrol kognitif. Soal yang diujikan adalah soal pemecahan masalah sebanyak 5 item soal. Analisis data dilakukan dengan menganalisis hasil tes dan wawancara, kemudian dilanjut-kan dengan menarik kesimpulan. Hasil Penelitian adalah sebagai berikut.Pertama, pengetahuan (resources) yang telah dikuasaisiswastrata tinggi yaitu pada pemecahan masalah matematika mengenai sifat-sifat operasi bilangan bulat dan pecahan serta persamaan linear satu variabel. Sementara itu siswa strata sedang dalam menentukan pola barisan bilangan sederhana, dan siswa strata rendah dalam memecahkan masalah yang berkaitan dengan barisan dan deret. Kedua, strategi yang tepat digunakan masing-masing strata pada kompetensi tersebut yakni strategi mengidentifikasi langkah (identify subgoal) dan strategi menggunakan rumus (use formula) oleh strata tinggi. Kemudian, strategi menggambar bagan (draw a sketch) oleh strata sedang dan rendah. Selanjutnya yang terakhir kontrol kognitif. Siswa strata tinggi cenderung memiliki gaya kognitif impulsif sedang siswa strata sedang dan rendah cenderung memiliki gaya kognitif refleksif. Kata kunci: proses, pemecahan masalah.   AN ANALYSIS OF JUNIOR HIGH SCHOOL’S MATHEMATICS PROBLEM SOLVING PROCESS Abstract The objective of this study is to describe: (1) student resources, (2) strategies, and (3) cognitive control faced by junior high school students in solving mathematics problem. This study employed the qualitative descriptive approach. The research subjects were students of grade IX SMP Negeri 1 Siau Timur many as 171 students. Samples were taken as many as 15 of 171 students, where each category is made up of 5 students. The data were collected through a written test using an essay test item and interviews with the subjects to clarify characterization of mathematical problem-solving process as student resources, strategies, and cognitive control. The tested items were as many as 5 items. All of that is a problem solving items. The data were analyzed by analyzing the test and interview results, and drawing conclusions. Results are as follows. First, depth resources shown by high strata’s student in solving mathematical problems concerning the properties of integer and fractional operations and one variable linear equations. Meanwhile, medium stratum students in determining the simple number patterns, and the students of lower strata in solving problems related to sequence and series. Second, the right strategy is used by each stratum  in the above competencies. The strategies used by the high strata are identify sub goal and  use the formula. Then, draw a sketch strategy by medium and low strata. Futhermore, students' cognitive control.High strata’s students tend  to have of impulsive cognitive style were medium and low strata of students tend to have a reflexive cognitive style. Keywords: process, problem solving

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