PENGARUH PEMBELAJARAN MOBILE LEARNING DENGAN PENDEKATAN PEER TEACHING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-REGULATED LEARNING SISWA
This research is about the influence of mobile learning with peer teaching approach to mathematical communication ability and self-regulated learning of students. The purpose of this research is to see the improvement and achievement of mathematical communication capability and self-regulated learni...
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| Format: | Academic Paper |
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2018-08-02.
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| Online Access: | http://repository.upi.edu/38438/ |
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| LEADER | 06513 am a22003013u 4500 | ||
|---|---|---|---|
| 001 | repoupi_38438 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Agus, Rohmah |e author |
| 245 | 0 | 0 | |a PENGARUH PEMBELAJARAN MOBILE LEARNING DENGAN PENDEKATAN PEER TEACHING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-REGULATED LEARNING SISWA |
| 260 | |c 2018-08-02. | ||
| 500 | |a http://repository.upi.edu/38438/1/T_MTK_1603000_Title.pdf | ||
| 500 | |a http://repository.upi.edu/38438/2/T_MTK_1603000_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/38438/3/T_MTK_1603000_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/38438/4/T_MTK_1603000_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/38438/5/T_MTK_1603000_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/38438/6/T_MTK_1603000_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/38438/7/T_MTK_1603000_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/38438/8/T_MTK_1603000_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/38438/9/T_MTK_1603000_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/38438/10/T_MTK_1603000_Appendix.pdf | ||
| 520 | |a This research is about the influence of mobile learning with peer teaching approach to mathematical communication ability and self-regulated learning of students. The purpose of this research is to see the improvement and achievement of mathematical communication capability and self-regulated learning of students using mobile learning learning with peer teaching approach reviewed in whole or based on PAM, to see the interaction between learning used with PAM to improve the ability of mathematical and self communication -regulated learning students, see the level of student error in solving the problem of mathematical communication skills. This research uses mixed methods, reserch method which is explanatory squuzeal explanatory method with quantitative research as main focus and qualitative research as complementary data. The participants of this research are 60 students spread in two classes namely class VIID and class VIIG. Instruments used in this research consist of test instrument that is test instrument of mathematical communication ability, and nontest instrument which includes self-regulated learning questionnaire, observation sheet, and interview format. The result of the test of istrumen shows the reliability coefficient of mathematical communication ability and self-regulated learning are 0.77 and 0.89 which are high and very high category. Based on the results of data analysis, the conclusion is obtained that is the improvement and achievement of mathematical communication ability of the grade students who get the higher MLPT learning compared to the class that get the ML learning reviewed overall or based on PAM, the increase of self-regulated learning of students using MLPT learning is higher compared to students who received learning ML reviewed overall and PAM, achievement of self-regulated learning students who obtained learning MLPT no higher significantly than students who obtained ML learning reviewed overall or based on PAM except upper group students who showed self-regulated learning obtain MLPT learning is higher than that obtained learning ML, there is no interaction between the learning used with PAM in improving the ability of mathematical communication and self-regulated learning, students' mistakes in working on the problem of mathematical communication skills of students who obtain learning MLPT smaller than the mistakes made by students who get learning ML.;--- Penelitian ini mengenai pengaruh pembelajaran mobile learning dengan pendekatan peer teaching terhadap kemampuan komunikasi matematis dan kemandirian belajar/self-regulated learning siswa. Tujuan dari penelitian ini adalah untuk melihat peningkatan dan pencapaian kemampuan komunikasi matematis serta kemandirian belajar/self-regulated learning siswa yang menggunakan pembelajaran mobile learning dengan pendekatan peer teaching ditinjau secara keseluruhan maupun berdasarkan PAM, melihat interaksi antara pembelajaran yang digunakan dengan PAM terhadap peningkatan kemampuan komunikasi matematis dan kemandirian belajar/self-regulated learning siswa, melihat tingkat kesalahan siswa dalam menyelesaiakan soal kemampuan komunikasi matematis. Penelitian ini menggunakan metode campuran (mixed methods reserch) yaitu metode campuran skuensial eksplanatori dengan penelitian kuantitatif sebagai fokus utama dan penelitian kualitatif sebagai data pelengkap. Subjek dari penelitian ini sebanyak 60 siswa yang tersebar di dua kelas yaitu kelas VIID dan kelas VIIG. Instrumen yang digunakan dalam penelitian ini terdiri dari instrumen tes yaitu instrumen tes kemampuan komunikasi matematis, serta instrumen nontes yang meliputi angket self-regulated learning, lembar observasi, dan format wawancara. Hasil uji coba istrumen menunjukkan koefisien reliabilitas kemampuan komunikasi matematis dan self-regulated learning berturut-turut sebesar 0.77 dan 0.89 yang termasuk kategori tinggi dan sangat tinggi. Berdasarkan hasil analisis data penelitian, diperoleh kesimpulan di antaranya adalah peningkatan dan pencapaian kemampuan komunikasi matematis siswa kelas yang memperoleh pembelajaran MLPT lebih tinggi dibandingkan kelas yang memperoleh pembelajaran ML ditinjau secara keseluruhan maupun berdasarkan PAM, peningkatan self-regulated learning siswa yang menggunakan pembelajaran MLPT lebih tinggi dibandingkan siswa yang memperoleh pembelajaran ML ditinjau secara keseluruhan maupun PAM, pencapaian self-regulated learning siswa yang memperoleh pembelajaran MLPT tidak lebih tinggi secara signifikan dibandingkan siswa yang memperoleh pembelajaran ML ditinjau secara keseluruhan maupun berdasarkan PAM kecuali siswa kelompok atas yang menunjukkan self-regulated learning yang memperoleh pembelajaran MLPT lebih tinggi dibandingkan yang memperoleh pembelajaran ML, tidak terdapat interaksi antara pembelajaran yang digunakan dengan PAM dalam meningkatkan kemampuan komunikasi matematis dan self-regulated learning, kesalahan siswa dalam mengerjakan soal kemampuan komunikasi matematis siswa yang memperoleh pembelajaran MLPT lebih kecil dibandingkan kesalahan yang dilakukan oleh siswa yang memperoleh pembelajaran ML. | ||
| 546 | |a en | ||
| 690 | |a QA Mathematics | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/38438/ | |
| 787 | 0 | |n http://www.repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/38438/ |