Pengaruh pendekatan problem posing terhadap prestasi belajar matematika siswa berdasarkan gaya kognitif

Beta Jurnal Tadris Matematika

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Title Pengaruh pendekatan problem posing terhadap prestasi belajar matematika siswa berdasarkan gaya kognitif
 
Creator Muzaini, Muhammad
 
Description [Bahasa]: Penelitian eksperimen ini bertujuan untuk mengetahui: 1) perbedaan prestasi belajar matematika siswa antara siswa yang bergaya kognitif field independent diajar dengan pendekatan problem posing dan siswa diajar yang dengan pendekatan konvensional; 2) perbedaan prestasi belajar matematika siswa antara siswa  bergaya kognitif field dependent yang diajar dengan pendekatan problem posing dan siswa  yang diajar dengan pendekatan konvensional; dan 3) interaksi antara pendekatan pembelajaran dengan gaya kognitif terhadap prestasi belajar siswa. Instrumen penelitian yaitu lembar observasi aktivitas guru, lembar observasi aktivitas siswa, instrumen GEFT, dan angket respon siswa. Analisis data menggunakan statistik deskriptif dan inferensial dengan bantuan SPSS versi 16,0. Hasil penelitian menunjukkan bahwa prestasi belajar matematika siswa yang bergaya kognitif field independent yang diajar dengan pendekatan problem posing lebih baik dari prestasi belajar siswa yang diajar dengan pendekatan konvensional, ada perbedaan prestasi belajar matematika siswa yang mempunyai gaya kognitif field dependent yang diajar dengan pendekatan problem posing dan prestasi belajar matematika siswa yang diajar dengan pendekatan konvensional, dan tidak ada interaksi antara pendekatan problem posing dan gaya kognitif terhadap prestasi belajar matematika siswa.
[English]: This experimental research aims to find out: 1) the difference of mathematics achievement of students who have field-independent cognitive style taught with problem posing and conventional approach; 2) the difference of mathematics achievement of students who have field-dependent cognitive style taught with problem posing and conventional approach; and 3) interaction between learning approach and cognitive style towards students’ mathematics achievement. The instruments of this research are teacher’s observation sheet, students’ activity observation sheet, GEFT instrument, and the questionnaire of students’ response. Research data is analyzed through descriptive and inferential statistics using SPSS version 16,0. The research found that mathematics achievement of students who have field-independent taught with problem posing is better than those who taught with conventional approach, field-dependent students have different mathematics achievement that taught with problem posing and conventional approach, and there is no interaction between problem posing approach and cognitive style towards mathematics achievement of students.
 
Publisher Universitas Islam Negeri (UIN) Mataram
 
Date 2016-12-29
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier http://jurnalbeta.ac.id/index.php/betaJTM/article/view/13
10.20414/betajtm.v9i2.13
 
Source Beta Jurnal Tadris Matematika; Vol 9 No 2 (2016): Bετα Nopember; 161-179
2541-0458
2085-5893
 
Language ind
 
Relation http://jurnalbeta.ac.id/index.php/betaJTM/article/view/13/11
 
Rights Copyright (c) 2016 Beta Jurnal Tadris Matematika
http://creativecommons.org/licenses/by-nc/4.0
 

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