Perbandingan Keefektifan Pembelajaran Guided Inquiry dan Problem Solving Ditinjau dari Prestasi Belajar Peluang, Kemampuan Penalaran, dan Sikap Siswa terhadap Matematika

Authors

Sardin Sardin, Pendidikan Matematika, Universitas Dayanu Ikhsanuddin, Indonesia

Keywords

guided inquiry learning, problem solving learning, academic achievement, mathematical reasoning, and students' attitudes toward mathematics

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran guided inquiry dan problem solving, serta perbedaan kedua pembelajaran tersebut yang ditinjau dari prestasi belajar peluang, kemampuan penalaran siswa, dan sikap siswa terhadap matematika. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa Kelas XI SMA Negeri 2 Baubau yang dikelompokan sebanyak 10 kelas. Sampel dalam penelitian ini sebanyak dua kelas yang dipilih secara acak. Untuk mengetahui keefektifan pembelajaran digunakan uji one sample t-test; untuk mengetahui perbedaan keefektifan menggunakan uji MANOVA (multivariate tests); untuk mengetahui pembelajaran mana yang lebih efektif menggunakan uji independent sample t-test. Adapun hasil penelitian ini adalah: (1) pendekatan pembelajaran guided inquiry dan pembelajaran problem solving masing-masing efektif ditinjau dari prestasi belajar, kemampuan penalaran siswa, dan sikap siswa terhadap matematika, (2) pendekatan pembelajaran guided inquiry sama efektifnya dengan pembelajaran problem solving ditinjau dari prestasi belajar dan sikap siswa terhadap matematika, dan (3) pendekatan pembelajaran guided inquiry lebih efektif dari pada pembelajaran problem solving ditinjau dari kemampuan penalaran siswa.

Kata Kunci: pembelajaran guided inquiry, pembelajaran problem solving, prestasi belajar, penalaran matematika, dan sikap siswa terhadap matematika

Comparison of Effectiveness Between Guided Inquiry Learning Approach and Problem Solving on Learning Achievement Probability, Reasoning Ability and Attitude Toward Mathematics

Abstract

This study aimed to describe the effectiveness of guided inquiry learning and problem solving, as well as those learning a second difference is in terms of achievement of learning opportunities, reasoning ability of students, and students' attitudes toward mathematics. This research is a quasi-experimental design with pretest-posttest nonequivalent comparison-group design. The population in this study were all students of Class XI SMAN 2 Baubau to be grouped as much as 10 classes. The sample in this study were two randomly selected classes. To determine the effectiveness of study used a test of one sample t-test; to determine differences in the effectiveness of using test MANOVA (multivariate tests); to know which one is more effective learning using independent sample t-test test. The results of this study are: (1) guided inquiry approach to learning and teaching problem solving each effective in terms of achievement of learning, reasoning ability of students, and students' attitudes toward mathematics, (2) guided inquiry learning approach is as effective as the learning problem solving in terms of achievement learning and students 'attitudes toward mathematics, and 3) guided inquiry learning approach is more effective than learning problem solving in terms of students' mathematical reasoning abilities.

Keywords: guided inquiry learning, problem solving learning, academic achievement, mathematical reasoning, and students' attitudes toward mathematics

Page Range

189-200

Issue

2

Volume

10

Digital Object Identifier (DOI)

10.21831/pg.v10i2.9158

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/9158

Recommended Citation

Sardin, S. (2015). Perbandingan Keefektifan Pembelajaran Guided Inquiry dan Problem Solving Ditinjau dari Prestasi Belajar Peluang, Kemampuan Penalaran, dan Sikap Siswa terhadap Matematika. PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika, 10(2), 189-200. https://doi.org/10.21831/pg.v10i2.9158

References

Cai, J & Nie, B. (2007). Problem solving in Chinese mathematics education: research and practice. [Versi Elektronik]. Original article. ZDM Mathematics Education. 39:459-473

Dehyadegary, E., et al. (2012). Academic engagement as a mediator in relationships between emotional intelligence and academic achievement among adolescents in kerman-iran [Versi electronik]. Journal of American Science, 8, 9, 823-832.

Depdiknas. (2013). Lampiran peraturan menteri pendidikan dan kebudayaan nomor 65 tahun 2013, tentang standar proses pendidikan dasar dan menengah. Jakarta: Kemendikbud

Eggen & Kauchak (2012). Strategi dan model pembelajaran. Mengajarkan konten dan keterampilan berpikir. Terjemahan Satrio Wahono. Boston: Pearson (Buku asli terbitan tahun 2012).

Ergül, R. et.al (2011). The effects of inquiry-based science teaching on elementary school students' science process skills and science attitudes. [Versi Elektronik]. Bulgarian Journal of Science and Education Policy (BJSEP), Volume 5, Number 1, 2011, 48-68.

Forgan, J.W. (2003). Teaching problem solving through children's literature. Westport, CT: Greenwood publishing group.

Gable, R.K. (1986). Instrument development in the affective domain. Boston, MA: Kluwer-Nijhoff Publishing.

Hosnan, M.. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad ke 21. kunci sukses implementasi kurikulum 2013. Bogor: Ghalia Indonesia.

Ihedioha, S.A & Osu, B.O. (2012). Comparative effectiveness of inductive inquiry and transmitter of knowledge models on secondary school students' achievement on circle geometry and trigonometry. [Versi Elektronik]. Bulletin of society for mathematical services and standards. ISSN: 2277-8020. Vol. 1 No. 3 (2012), pp. 33-46.

Ike, G. (2014). The effects of inquiry problem on students construction of mathematical reasoning and viable arguments. (Versi Elektronik]. Bowling Green State University. Honors Projects. Spring.

Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for teaching (metode-metode pengajaran): meningkatkan belajar siswa tk-sma. (Terjemahan Achmad Fawaid & Khoirul Anam). Upper Saddle River: Pearson Education, Inc. (Buku asli diterbitkan tahun 2009).

Johnson, B. & Christensen, L. (2008). Educational research: quantitative, qualitative, and mixed approaches (3rd ed.). Thousand Oaks, Clf: Sage Publications, Inc.

Johnson, R.A & Wichern,W.D. (2007). Applied multivariate statistical analysis (sixth edition). Upper Saddle River, New Jersey: Pearson prentice hall.

Junaidi. (2012). Perbandingan keefektifan pembelajaran matematika dengan pendekatan open ended dan problem solving ditinjau dari sikap siswa terhadap matematika dan kemampuan pemecahan masalah matematika di kelas X SMAN 1 Pringgarata lombok tengah tahun 2011/2012. Tesis magister, tidak dipublikasikan, Universitas Negeri Yogyakarta, Yogyakarta.

Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding children's learning of mathematics (11th ed.). Belmont, CA: Thomson Wadsworth.

Kosko, K.W & Wilkins, L.M.J (2010). Mathematical communication and its relation to the frequency of manipulative use. [Versi Elektronik]. International Electronic Journal of Mathematics Education. Volume: 5, Number: July 2010, 79-90.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A.K. (2007). Guided inquiry: Learning in the 21st Century (libraries unlimited guided inquiry) 1st Edition. London, E. British library catalouing.

Maikristina, N., Dasna, I. W., & Sulistina, O. (2013). Pengaruh penggunaan model pembelajaran inkuiri terbimbing terhadap hasil belajar dan keterampilan proses sains siswa kelas XI IPA SMAN 3 Malang pada materi hidrolisis garam. Article. Diambil pada tanggal 4 Mei 2015 di https://US:official&q=pembelajaran+inkuiri+terbimbing+lebih+baik+dari+pembelajaran+problem+solving

Majid, A. (2014). Implementasi kurikulum 2013. Kajian teori dan praktis. Bandung: Interes media.

Malik, M.A, et al. (2010). Effect of Problem solving teaching strategy on 8 th Grade students' attitude towards Science.[Versi Elektronik]. Journal of Education and Practice. Vol 1, No 3, 2010, 16-27

Markaban. (2008). Model penemuan terbimbing pada pembelajaran matematika SMK. (Versi Elektronik). Yogyakarta: P4TK, Dinas Pendidikan Nasional.

Mattew, B.M., & Kenneth, I.O. (2013). A study on the effects of guided inquiry teaching method on students achievement in logic. [Versi Elektronik]. International Researcher. Volume No.2 Issue No. 1 March 2013, 134-140.

Mohamed, L., & Waheed, H. (2011). Secondary students' attitude towards mathematics in a selected school of maldives. [Versi Elektronik]. International journal of Humanities and social science, Vol. 1 No. 15, 277-281.

NCTM. (2000). Principles and standards for school mathematics. Reston, VA: National Concil of Theacer of Mathematics.

Polya, G. (1973). How to solve it: A new aspect of mathematical method (2nd ed). Princeton, New Jersey: Princeton university press.

Popham, W.J. (1995). Classroom assessment. what teacher need to know. Los Angeles, USA: Allin and Bacon A simon & Schuter Company.

Posamentier, A.S., Smith, B.S & Stepelman,J. (2010). Teaching secondary mathematics techniques and enrichment units (eight ed). Boston, MA: Pearson Education,Inc

Rencher, A. C. (1998). Multivariate Statistical Inference and Applications. New York: A Wiley-Interscience Publication. John Wiley & Sons, Inc

Saputra, I. (2012). Perbandingan keefektifan pendekatan investigasi matematika dan problem solving ditinjau dari pemahaman dan sikap siswa terhadap matematika pada pembelajaran matematika kelas X SMAN 1 Pringgarata Lombok Tengah. Tesis magister, tidak dipublikasikan, Universitas Negeri Yogyakarta. Yogyakarta.

Shadiq, F (2004) Pemecahan masalah. penalaran, dan komunikasi. Yogyakarta: Departemen Pendidikan Nasional Direktorat Jendral Pendidikan Dasar dan Menengah Pusat Pengemabangan Penataan Guru (PPPG) Matematika Yogyakarta. Makalah disajikan dalam diklat/pengembang matematika SMP jenjang dasar, di PPPG matematika Yogyakarta.

Skemp, R,R. (1971). The psychology of learning mathematics. Victoria, Australia: Penguin books Australia ltd.

Syah, M (2008). Psikologi pendidikan dengan pendekatan baru. Bandung: PT.Remaja Rosdakarya.

Zahman, A. (2012). Keefektifan pendekatan kontekstual dan pendekatan pemecahan masalah pada pembelajaran matematika ditinjau dari pencapaian kompetensi dasar, kemampuan penalaran, dan komunikasi matematika. Tesis magister, tidak diterbitkan, Universitas Negeri Yogyakarta, Yogyakarta.

Zukri, N.O. (2013). Keefektifan pembelajaran matematika dengan pendekatan problem solving dan penemuan terbimbing ditinjau dari prestasi, motivasi, dan minat belajar siswa SMP muhammadiyah 2 Yogyakarta. Tesis magister, tidak diterbitkan, Universitas Negeri Yogyakarta, Yogyakarta.