•  
  •  
 

Jurnal Riset Pendidikan Matematika

Keywords

problem based learning, mathematics learning achievement, reflective thinking skill, self-regulated learning

Document Type

Article

Abstract

The study was aimed to describe the learning model of problem based learning (PBL) with cooperative setting Numbered Heads Together (NHT) and Think Pair Share (TPS) type in terms of mathematics learning achievement, reflective thinking skills, and self regulated learning of junior high school 8th grade students. The study was a quasi experimental research with pretest-posttest non-equivalent group design. The sample were taken at random from five classes, consisted of VIII-A and VIII-C. Data were analyzed by using multivariate statistical using Multivariate Analysis of Variance (MANOVA). The result of the study at 5% level significance indicated that PBL with cooperative setting TPS type was effective in terms of reflective thinking skill; there was no difference of the effectiveness between PBL with cooperative setting NHT type and PBL with cooperative setting TPS type in terms of achievement, reflective thinking skills, and self-regulated learning of junior high school 8th grade students.

Page Range

254-263

Issue

2

Volume

5

Digital Object Identifier (DOI)

10.21831/jrpm.v5i2.16444

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/16444

References

Angelique, L., & Lim, Y. L. (2011). A comparison of students reflective thinking across different years in a problem based learning environment. Intructional Science, 39, 171-188.

Angkotasan, N. (2013). Model PBL dan cooperative learning tipe TAI ditinjau dari aspek kemampuan berpikir reflektif dan pemecahan masalah matematis. Pythagoras: Jurnal Pendidikan Matematika, 8(1), 92-100. doi:https://doi.org/10.21831/pg.v8i1.8497

Araz, G., & Sungur, S. (2007). The interplay between cognitive and motivational variables in a problem based learning environment. Learning and Individual Differences, 17, 291-297.

Arends, R. I., & Kilcher, A. (2010). Teaching for student learning. London, UK: Routledge

Azwar, S. (2016). Tes prestasi: Fungsi dan pengembangan pengukuran prestasi belajar. Yogyakarta: Pustaka Pelajar.

Bahri, S. (2015). Keefektifan model pembelajaran kooperatif tipe think pair share dan numbered heads together dengan pendekatan open ended ditinjau dari prestasi belajar geometri dan minat belajar matematika siswa SMA. Thesis, Universitas Negeri Yogyakarta, Yogyakarta.

Carneiro, R., Lefrere, K. S., & Underwood, J. (2011). Self-regulated learning in technology enhanced learning environment. Rotterdam, Netherland: Sense Publisher.

Chng, E., Yew, E. H. J., & Schmidt, H. G. (2011). Effect of tutor-related behaviors on the process of problem-based learning. Advanced in Health Science Education, 16, 491-503.

Choy, S. E., & Oo, P. S. (2012). Reflective thinking and teaching practices: a precursor for incorporating critical thinking into the classroom? International Journal of Instruction, 5(1), 167-182.

Crawford, A., Saul, W., Mathews, S. R., & Makinster, J. (2005). Teaching and learning strategies for the thinking classroom. New York, NY: The International Debate Education Association.

Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231-264.

Duch, B. J., Groh, S. E., & Allen, D. E. (2001). Apractical "how to" for teaching undergraduate courses in any dicipline: The power of problem-based learning. Sterling, VA: Stylus Publishing.

Ebrahim, A. (2012). The effect of cooperative learning strategies on elementary students' science achievement and social skills in Kuwait. International Journal of Science and Mathematics Education, 10(2), 293-314.

Effeney, G., Caroll, A., & Bahr, N. (2013). Self regulated learning: Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational and Developmental Psychology, 13, 58-74.

English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated in problem and project based learning. Interdiciplinary Journal of Problem-Based Learning, 7(2), 128-150.

Evans, B. (2007). Student attitudes, conceptions, and achievement in introductory undergraduate college statistics. The Mathematics Educator, 17(2), 24-30.

Farhan, M., & Retnawati, H. (2014). Keefektifan PBL dan IBL ditinjau dari prestasi Belajar, kemampuan representasi matematis, dan motivasi belajar. Jurnal Riset Pendidikan Matematika, 1(2), 227-240. doi:10.21831/jrpm.v1i2.2678

Feng, H. Y., Fan, J. J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable. Educational Research of International, 2(2), 50-58.

Fisher, A. (2009). Berpikir kritis: Sebuah pengantar. (Terjemahan Benyamin Hadinata). Jakarta: Gelora Aksara Pratama.

Foster, C. (2016). Confidence and competence with mathematical procedure. Education Studies in Mathematics, 91(2), 271-288.

Frangenheim, E. (2005). Reflections on classroom thinking strategies. London, UK: Paul Chapman Publishing.

Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teacher College Record, 113(2), 240-264.

Hardiyanto, W. (2016). Efektivitas problem-based learning (PBL) setting model kooperatif tipe think talk write (TTW) dan think pair share (TPS) ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa kelas VIII pada pembelajaran geometri. Thesis, Universitas Negeri Yogyakarta, Yogyakarta.

Hawkins, K. B., Florian, L., & Rouse, M. (2007). Achievement and inclusion in schools. New York, NY: Routledge.

Herman, T. (2007). Pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir matematis tingkat tinggi siswa sekolah menengah pertama. Educationist, 1(1), 47-56.

Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis. Upper Saddle River, NJ: Pearson Prentice Hall.

Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2013). Laporan hasil dan statistik nilai ujian nasional tahun pelajaran 2012/2013. Jakarta: Kemendikbud.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2014). Laporan hasil dan statistik nilai ujian nasional tahun pelajaran 2013/2014. Jakarta: Kemendikbud.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2015). Laporan hasil dan statistik nilai ujian nasional tahun pelajaran 2014/2015. Jakarta: Kemendikbud:

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2016). Laporan hasil dan statistik nilai ujian nasional tahun pelajaran 2015/2016. Jakarta: Kemendikbud.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2016). Peraturan Menteri Pendidikan dan Kebudayaan RI Nomor 21, tahun 2016, tentang standar isi pendidikan dasar dan menengah.

Marzano, R. J. (2013). Seni dan ilmu pengajaran. (Terjemahan Rahmat Purwono). Jakarta: Indeks.

McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain. London, UK: Springer.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students' self-awareness and learning skills. Sterling, VA: Stylus Publishing.

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.

Singh, K., Granville, M., & Dika, S.,(2002), Source mathematics and science achievement: effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323-332.

Stevens, J. (2009). Applied multivariate statistics for the social science. New York, NY: Routledge

Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta

Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy does working in teams make a differences? Journal of the Scholarship of Teaching and Learning, 10(2), 78-89.

Weast, D. (1996). Alternative teaching strategies: the case for critical thinking. Teaching Sociology, 24(2), 189-194.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339

Download

Share

COinS