PENGARUH STRATEGI PEMBELAJARAN KONFLIK KOGNITIF TERHADAP KEMAMPUAN PEMAHAMAN RELASIONAL DAN KOMUNIKASI MATEMATIS SERTA SELF-REGULATION SISWA SMP
Penelitian ini merupakan penelitian kuasi eksperimen dengan desain pretes-postes kelompok kontrol tidak acak (nonrandomized control group, pretest-posttest design) yang bertujuan untuk menelaah perbedaan dan peningkatan kemampuan pemahaman relasional dan komunikasi matematis antara siswa yang memper...
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| Format: | Academic Paper |
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2016-08-01.
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| Online Access: | http://repository.upi.edu/27541/ |
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| LEADER | 05681 am a22003253u 4500 | ||
|---|---|---|---|
| 001 | repoupi_27541 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Marhami, - |e author |
| 245 | 0 | 0 | |a PENGARUH STRATEGI PEMBELAJARAN KONFLIK KOGNITIF TERHADAP KEMAMPUAN PEMAHAMAN RELASIONAL DAN KOMUNIKASI MATEMATIS SERTA SELF-REGULATION SISWA SMP |
| 260 | |c 2016-08-01. | ||
| 500 | |a http://repository.upi.edu/27541/1/T_MTK_1407325_Title.pdf | ||
| 500 | |a http://repository.upi.edu/27541/2/T_MTK_1407325_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/27541/3/T_MTK_1407325_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/27541/4/T_MTK_1407325_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/27541/5/T_MTK_1407325_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/27541/6/T_MTK_1407325_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/27541/7/T_MTK_1407325_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/27541/8/T_MTK_1407325_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/27541/9/T_MTK_1407325_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/27541/10/T_MTK_1407325_Appendix.pdf | ||
| 520 | |a Penelitian ini merupakan penelitian kuasi eksperimen dengan desain pretes-postes kelompok kontrol tidak acak (nonrandomized control group, pretest-posttest design) yang bertujuan untuk menelaah perbedaan dan peningkatan kemampuan pemahaman relasional dan komunikasi matematis antara siswa yang memperoleh pembelajaran saintifik strategi konflik kognitif (PSSKK) dengan siswa yang memperoleh pembelajaran saintifik (PS) baik secara keseluruhan maupun ditinjau dari masing-masing kemampuan awal matematis (KAM) siswa (tinggi, sedang, dan rendah), serta melihat perbedaan self-regulation siswa pada kedua kelas tersebut. Populasi dari penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Lembang Kabupaten Bandung Barat, dengan sampel dipilih dua kelas dari sepuluh kelas yang tersedia. Hasil penelitian menunjukkan bahwa: (1) Kemampuan pemahaman relasional dan komunikasi matematis siswa kelas PSSKK lebih baik daripada siswa kelas PS, serta self-regulation siswa kelas PSSKK lebih baik daripada siswa kelas PS; (2) Peningkatan kemampuan pemahaman relasional dan komunikasi matematis siswa kelas PSSKK lebih baik daripada siswa kelas PS, serta self-regulation siswa kelas PSSKK lebih baik daripada siswa kelas PS; dan (3) berdasarkan KAM diperoleh: (a) peningkatan kemampuan pemahaman relasional matematis siswa kelompok KAM tinggi dan sedang kelas PSSKK lebih baik daripada siswa kelas PS; (b) peningkatan kemampuan pemahaman relasional matematis siswa kelompok KAM rendah kelas PSSKK dengan kelas PS tidak berbeda secara signifikan; (c) tidak terdapat perbedaan peningkatan kemampuan pemahaman relasional matematis siswa kelas PSSKK jika ditinjau dari kriteria KAM; (d) peningkatan kemampuan komunikasi matematis siswa kelompok KAM tinggi kelas PSSKK dengan kelas PS tidak berbeda secara signifikan; (e) peningkatan kemampuan komunikasi matematis siswa kelompok KAM sedang dan rendah kelas PSSKK lebih baik daripada siswa kelas PS; dan (f) tidak terdapat perbedaan peningkatan kemampuan komunikasi matematis siswa kelas PSSKK jika ditinjau dari kriteria KAM. Kata Kunci: Strategi Konflik Kognitif, Pembelajaran Saintifik, Kemampuan Pamahaman Relasional Matematis, Kemampuan Komunikasi Matematis, Self-Regulation. The research is a quasi-experimental research and used nonrandomized control group, pretest-posttest design, aiming to analyze the differences and improvement of mathematical relational understanding and mathematical communication abilities between the students receiving scientific learning using cognitive conflict strategy (PSSKK) and the students receiving scientific learning (PS). It was observed in general and based on each mathematical prior student's ability (MPA) in high, medium, and low level, also to analyze self-regulation's students between PSSKK and PS. The subject of the research is the 8th grade students in Junior High School 1 Lembang, West Bandung, which two classes are selected as a sample from available ten classes. The results showed that: (1) The students's mathematical relational understanding and mathematical communication abilities in PSSKK is better than students in PS, as well as self-regulation; (2) The students's improvement of mathematical relational understanding and mathematical communication abilities in PSSKK is better than students in PS, as well as self-regulation; and (3) based on MPA obtained that: (a) the students's improvement of mathematical relational understanding with high and medium MPA in PSSKK is better than in PS; (b) the students's improvement of mathematical relational understanding with low MPA in PSSKK and PS is not significantly different; (c) there is no difference of mathematical relational understanding's improvement in PSSKK based on MPA; (d) the students's improvement of mathematical communication with high MPA in PSSKK and in PS is not significantly different; (e) the students's improvement of mathematical communication with medium and low MPA in PSSKK is better than in PS; and (f) there is no difference of mathematical communication's improvement in PSSKK based on MPA. Keywords: Cognitive Conflict Strategy, Scientific Learning, Mathematical Relational Understanding Ability, Mathematical Communication Ability, Self-Regulation. | ||
| 546 | |a en | ||
| 690 | |a LB Theory and practice of education | ||
| 690 | |a LB1501 Primary Education | ||
| 690 | |a QA Mathematics | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/27541/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/27541/ |