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Jurnal Riset Pendidikan Matematika

Keywords

Kemandirian belajar, motivasi, pendekatan STEM berbantuan Wolfram Alpha

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan STEM berbantuan Wolfram Alpha ditinjau dari motivasi dan kemandirian belajar. Penelitian ini merupakan penelitian eksperimen semu dengan populasi seluruh siswa kelas VIII di salah satu SMP Negeri di Pati, Jawa Tengah, Indonesia. Sampel penelitian ini adalah siswa di satu kelas VIII yang dibagi menjadi 2, yaitu kelas eksperimen (kelompok siswa bernomor absen ganjil) dan kelas kontrol (kelompok siswa bernomor absen genap) dengan banyaknya siswa berturut-turut 16 dan 15 siswa. Data dikumpulkan menggunakan angket motivasi dan kemandirian belajar. Analisis data menggunakan uji t untuk mendeskripsikan keefektifan pendekatan STEM berbantuan Wolfram Alpha ditinjau dari masing-masing variabel. Hasil penelitian menunjukkan bahwa (1) pendekatan STEM berbantuan Wolfram Alpha efektif ditinjau dari motivasi, dan (2) pendekatan STEM berbantuan Wolfram Alpha efektif ditinjau dari kemandirian belajar. Hasil analisis keefektifan pendekatan STEM berbantuan Wolfram Alpha ditinjau dari motivasi ditunjukkan dari nilai t variabel motivasi adalah 4,258 dan nilai signifikan motivasi setelah perlakuan adalah 0,001 kurang dari 0,05. Keefektifan pendekatan STEM berbantuan Wolfram Alpha ditinjau dari kemandirian belajar dibuktikan dari nilai t variabel kemandirian adalah 5,030 dan nilai signifikannya 0,000 kurang dari 0,05.

Abstract

This study aims to reveal the effectiveness of Wolfram Alpha-assisted STEM approach in terms of motivation and self-regulated learning. This study was quasi-experimental research. The population were all grade VIII students of a State Junior High School in Pati, Central Java, Indonesia. The sample were students of a class in grade VIII, which is divided into two groups, namely the experimental group (odd-numbered students) and the control group (even-numbered students) with 16 and 15 participating students respectively. The data were collected using questionnaires on motivation and self-regulated learning. The data were analyzed using the t-test to describe the effectiveness of Wolfram Alpha-assisted STEM approach. The result shows that: (1) the Wolfram Alpha-assisted STEM approach is effective in improving motivation; and (2) the Wolfram Alpha-assisted STEM approach is effective in improving self-regulated learning. The results of the analysis of the Wolfram Alpha-assisted STEM approach is effective in terms of motivation with a score of 4.258 and with the significance value of motivation after treatment being 0.001, which is less than 0.05. The Wolfram Alpha-assisted STEM approach is effective in terms of self-regulated learning with a score of 5.030 and with the significance value of 0.000, which is less than 0.05.

Page Range

217-230

Issue

2

Volume

8

Digital Object Identifier (DOI)

10.21831/jrpm.v8i2.35263

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/35263

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