Keefektifan Pendekatan Problem Posing Ditinjau dari Prestasi Belajar, Kemampuan Koneksi Matematis, dan Disposisi Matematis

Authors

Erlyka Setyaningsih, SD Muhammadiyah Kasuran Sleman, Indonesia
Djamilah Bondan Widjajanti, Pendidikan Matematika, Universitas Negeri Yogyakarta, Indonesia

Keywords

problem posing approach, learning achievement, mathematical connection ability and mathematical disposition

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pendekatan problem posing dan pendekatan konvensional ditinjau dari prestasi belajar, kemampuan koneksi matematis, dan disposisi matematis. Jenis penelitian ini adalah eksperimen semu. Populasi mencakup seluruh siswa kelas VIII SMP Negeri 1 Tempel Sleman yang terdiri atas 6 kelas. Kelas VIII A dan VIII D terpilih secara acak sebagai sampel. Kelas VIII D sebagai kelas eksperimen diberikan pembelajaran dengan pendekatan problem posing. Kelas VIII A sebagai kelas kontrol diberikan pembelajaran konvensional. Teknik pengumpulan data menggunakan tes dan nontes, sedangkan instrumen yang digunakan meliputi soal tes prestasi belajar, soal tes kemampuan koneksi matematis, dan angket disposisi matematis siswa. Teknik analisis data menggunakan uji MANOVA, uji t satu sampel, dan uji t dua sampel independen. Hasil penelitian pada taraf signifikan 5% menunjukkan bahwa pendekatan problem posing efektif ditinjau dari prestasi belajar dan kemampuan koneksi matematis. Pembelajaran konvensional tidak efektif ditinjau dari prestasi belajar, kemampuan koneksi matematis, dan disposisi matematis. Pendekatan pembelajaran problem posing lebih unggul dibandingkan dengan pembelajaran konvensional ditinjau dari prestasi belajar dan kemampuan koneksi matematis.

Kata kunci: pendekatan pembelajaran problem posing, prestasi belajar, kemampuan koneksi matematis, disposisi matematis.

The Effectiveness of Problem Posing Approach in Terms of Achievement, Mathematical Connection Ability and Mathematical Disposition in Mathematics

Abstract

The aims of this study were to describe the effectiveness of problem posing approach, the conventional approach, and the comparison of the effectiveness between problem posing approach and conventional approach in terms of achievement, mathematical connection ability, and mathematical disposition. The research design used quasi-experimental.. The population consisted of all 8^th grade in State Junior High School 1 Tempel Sleman consisting of six classes. There were two classes involved. Class VIII D as the experiment class was taught using problem posing approach, while class VIII A as the control class was taught using conventional learning. The data collecting techniques were a test and non-test whereas the instruments were used to collect the data consisted of a mathematical achievement test, a mathematical connection test and a mathematical disposition questionnaire. The data were analyzed using MANOVA test, one sample t test, and two samples independent t test. The result of the study by using significance level 5%, showed that the problem posing approach was only effective in terms of achievement and mathematical connection ability. Conventional approach was not effective in terms of student's achievement, mathematical connection ability and mathematical disposition. Problem-posing approach was more excellent compared to conventional learning in terms of student's achievement ability and mathematical connection ability. Keywords: problem posing approach, learning achievement, mathematical connection ability and mathematical disposition

Page Range

28-37

Issue

1

Volume

10

Digital Object Identifier (DOI)

10.21831/pg.v10i1.9100

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/9100

Recommended Citation

Setyaningsih, E., & Widjajanti, D. B. (2015). Keefektifan Pendekatan Problem Posing Ditinjau dari Prestasi Belajar, Kemampuan Koneksi Matematis, dan Disposisi Matematis. PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika, 10(1), 28-37. https://doi.org/10.21831/pg.v10i1.9100

References

Ambrose, S. A., Bridges, M. W., Di Pietro, M., et al. (2010). How learning works: 7 research-based priciples for smart teaching. San Francisco: John Willey and Sons, Inc.

Ali Mahmudi. (2010). Pengaruh pembelajaran dengan strategi MHM berbasis masalah terhadap kemampuan berpikir kreatif, kemampuan pemecahan masalah dan disposisi matematis serta persepsi terha-dap kreativitas. Disertasi doktor, tidak diterbitkan, Universitas Pendidikan Indonesia, Bandung.

Brown, S. I., & Walter, M. I. (2005). The art of problem posing (3rd ed). Mahwah, NJ: Lawrence Erlbaum Associates.

Christou, C., et.al, (2005). An empirical taxonomy of problem posing processes. Zentralblattfur Didaktik der Mathematik, 37, 1-10.

Depdiknas. (2006). Peraturan Menteri No 22, Tahun 2006 tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah.

El Sayed, R. (2000). Effectiveness of problem posing strategies on perspective mathe-matics teachers' problem solving perfor-mance. Journal of Science and Mathe-matics Education in S.E. Asia, 25, 2-3.

English, L. D. & Halford, G. S. (1995). Mathematics education: models and processes. Mahwah, NJ: Lawrence Erlbaum Associatesm, Inc.

Glazer, E. (2001). Using Internet primary sources to teach critical thinking skills in mathematics. London: Greenwood Press.

Haylock, D & Thangata, F. 2007. Key concepts in teaching primary mathematics. London: SAGE Publication.

Joyce, B., Weil, M., & Calhoun, E. (2004). Models of teaching (7th ed.). Boston, MA: Pearson Education, Inc.

Katz, L. G. (1993). Dispositions as educational goals. Diambil pada tanggal 20 Maret 2014, dari http://www.edpsycinteractive. org/files/edoutcomes.html.

Kilic, C. (2013). Turkish primary school teachers' opinions about problem posing applications: students, the mathematics curriculum and mathematics textbooks. Australian Journal of Teacher Education, 38, 144-155.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington DC: National Academy Press.

Lavy, I. & Shriki, A. (2007). Problem posing as a means for developing mathematical knowledge of prospective teachers. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 3, 129-136.

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

Silver, E.A., & Cai, Jinfa. (1996). An analysis of arithmetic problem posing by middle school students. Journal For Research in Mathematics Education, Volume 27. No. 5, p. 521-539.

Sugiman. (2008). Koneksi matematik dalam pembelajaran matematika di Sekolah Menengah Pertama. Diambil pada tanggal 31 Desember 2013, dari http://journal.uny.ac.id/index.php/pythagoras/article/view/687.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and middle school mathematics-teaching developmentally (8th ed.). Boston, MA: Pearson Education, Inc.

Widoyoko, E.P. (2009). Evaluasi Program Pembelajaran.Yogyakarta: Pustaka Pelajar.