Komparasi Keefektifan Saintifik dan PMRI Ditinjau dari Prestasi, Minat, dan Percaya Diri Siswa Kelas VII

Authors

Uki Suhendar, Jurusan Pendidikan Matematika, Universitas Muhammadiyah Ponorogo Jalan Budi Utomo No.10, Ronowijayan, Kabupaten Ponorogo, Jawa Timur 63471, Indonesia
Djamilah Bondan Widjajanti, Jurusan Pendidikan Matematika, Universitas Negeri Yogyakarta Jalan Colombo No. 1, Karangmalang, Yogyakarta 55281, Indonesia., Indonesia

Keywords

pendekatan saintifik, pendekatan PMRI, prestasi, minat, percaya diri

Document Type

Article

Abstract

Penelitian eksperimen semu ini bertujuan untuk mendeskripsikan keefektifan Pendekatan Saintifik, mendeskripsikan keefektifan Pendekatan PMRI, dan mendeskripsikan manakah yang lebih efektif diantara Saintifik dan PMRI ditinjau dari prestasi, minat, dan percaya diri. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 2 Babadan Ponorogo Jawa Timur Indonesia dan secara acak terpilih kelas VIIB dan VIIC sebagai sampel. Teknik pengumpulan data adalah tes dan non-tes, dengan instrumen meliputi soal tes prestasi, angket minat dan percaya diri. Teknik analisis data menggunakan uji t dan Hotelling's Trace. Hasil penelitian pada taraf signifikansi 0,05 menunjukkan bahwa Pendekatan Saintifik efektif ditinjau dari prestasi, minat, dan percaya diri. Pendekatan PMRI efektif ditinjau dari prestasi dan percaya diri, tetapi tidak efektif ditinjau dari minat. Saintifik dan PMRI sama-sama efektif ditinjau dari prestasi dan percaya diri, akan tetapi ditinjau dari minat Saintifik lebih unggul daripada PMRI.

Kata kunci: pendekatan Saintifik, pendekatan PMRI, prestasi, minat, percaya diri

The Comparison of the Effectiveness of Scientific and PMRI Approaches Based on the Achievement, Interest, and Self-Confidence of Students of Grade VII

Abstract

This quasi-experimental research aims to describe the effectiveness of Scientific Approach, describe the effectiveness of PMRI approach, and describe which is more effective between of Scientific and PMRI Approaches in terms of the achievement, interest, and self-confidence. The population in this research were students of class VII SMPN 2 Babadan Ponorogo, East Java, Indonesia, and randomly selected VIIB and VIIC classes as a sample. The data collection techniques were a test and non-test, the instrument covers about mathematics achievement tests, questionnaires for students' interest and self-confidence. The data were analysed using the t test and the Hotelling's Trace test. The results show that at the significance level of 0.05 the Scientific Approach is effective in terms of students' achievement, interest, and self-confidence, while the PMRI Approach is effective in terms of learning achievement and self-confidence, but it is not effective in terms of interest. The Scientific and PMRI Approaches are equally effective in terms of learning achievement and self-confidence, but in terms of interest the Scientific Approach is superior to the PMRI Approach. Keywords: Scientific Approach, PMRI Approach, mathematics achievement, interest, self-confidence

Page Range

91-101

Issue

1

Volume

11

Digital Object Identifier (DOI)

10.21831/pg.v11i1.9674

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/9674

Recommended Citation

Suhendar, U., & Widjajanti, D. B. (2016). Komparasi Keefektifan Saintifik dan PMRI Ditinjau dari Prestasi, Minat, dan Percaya Diri Siswa Kelas VII. PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika, 11(1), 91-101. https://doi.org/10.21831/pg.v11i1.9674

References

Adams, D.M., & Hamm, M. (2010). Demystify math, science, and technology: creativity, innovation, and problem solving. Lanham: Rowman & Littlefield Publishers, Inc.

Arthur, J., & Cremin, T. (2010). Learning to teach in the primary school 2nd ed. London: Routledge.

Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives. Michigan: David McKay Company, Inc.

Cobern, W. W. (1993). Contextual constructivism: The impact of culture on the learning and teaching of science. Dalam K. G. Tobin (Ed). The practice of constructivism in science education (pp. 51-69). Hillsdale: Lawrence Erlbaum Associates, Inc.

De Lange, J. (1996). Using and applying mathematics in education. Dordrecht: Kluwer Academic.

Elder, G.H., Jr. (1995). Life trajectories in changing secieties. Dalam A. Bandura (Ed.). Self efficacy in changing societies (pp 46-68). Cambridge: Cambridge University Press.

Elliot, S.N., et al. (2000). Educational psychology: effective teaching, effective learning. (3rd ed). Boston: McGraw Hill.

Fauzan, A. (2002). Applying realistic mathematics education in teaching geometry in Indonesian primary schools. Doctoral Dissertation. Enschende: University of Twente.

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

Gravemeijer, K.P.E. (1994). Developing realistic mathematics education. Utrecht: CD β Press.

Hannula, M. S., Maijala, M. & Pehkonen, E. (2004). Development of understanding self-confidence in mathematics; grades 5-8. Group for the psychology of mathematics education, 3, 17-24.

Hapsari, M. J. (2012). Keefektifan model inkuiri terbimbing dan direct instruction pada pembelajaran matematika ditinjau dari prestasi belajar dan kepercayaan diri siswa kelas XI IPA SMA Negeri 1 Depok Sleman. Tesis, tidak dipublikasikan. Universitas Negeri Yogyakarta.

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

Jurdak, M. (2009). Toward equity in quality in mathematics education. New York: Springer Science Business Media, LI.C.

Kemdikbud. (2013). Materi pelatihan guru implementasi kurikulum 2013 SMP/MTs Matematika. Jakarta: Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.

Kurnik, Z. (2008). The scientific approach to teaching math. Teaching Methodology of Mathematics (Metodika), 17, 421-432.

Lefrancois, G.R. (1985). Psychology for teaching. Belmont, CA: Wadsworth, Inc.

Mendikbud. (2013). Salinan Peraturan Menteri Pendidikan dan Kebudayaan RI Nomor 65, Tahun 2013, tentang Standar Proses.

Molloy, A. (2010). Coach your self to success mimpi tercapai, target terpenuhi. (terjemahan Retnadi Nur'aini dari ASPIRATIONS: 8 easy steps to coach yourself to succes). Glenfield: Random House New Zealand.

Mulyasa, E. (2013). Pengembangan dan implementasi kurikulum 2013. Bandung: PT Remaja Rosdakarya.

O'Connor, K. (2009). How to grade for learning K-12. Thousand Oaks, CA: Corwin.

Oktorizal, Elniati, S., & Suherman. (2012). Peningkatan level berpikir siswa pada pembelajaran geometri dengan pendekatan pendidikan matematika realistik. Jurnal Pendidikan Matematika, 1, 60-67.

Ormrod, J.E. (2003). Educational psychology developing learners (4th ed). Upper Saddle River, NJ: Pearson Education.

Ozdemir, E., & Uzel, D. (2011). The effect of realistic mathematics education on student achievementand student opinions towards instruction. H.U. Journal of Education, 40, 332-343.

Parson, S., Croft, T., & Harrison, M. (2011). Engineering students self-confidence in mathematics mapped. Diakses pada tanggal 29 Maret 2015, dari https://www.google.com/search?q=Parson%2C+S.%2C+Croft%2C+T.%2C+%26+Harrison%2C+M.+%282011%29.+Engineering+students+self-confidence+in+mathematics+mapped&ie=utf-8&oe=utf-8.

Rakhmawati. (2012). Keefektifan pembelajaran kooperatif tipe STAD dan STAD plus pada materi trigonometri ditinjau dari prestasi, minat, dan motivasi belajar siswa SMA. Tesis, tidak dipublikasikan. Universitas Negeri Yogyakarta.

Sax, G. (1980). Principles of educational and psychological measurement and evaluation (2nd ed). California: Wadsworth Publishing Company.

Schiro, M.S. (2009). Mega-fun math games and puzzles for the elementary grades. New York: John Wiley & Sons, Inc.

Sembiring, R.K. (2010). Pendidikan Matematika Realistik Indonesia (PMRI): Perkembangan dan tantangannya. IndoMS J.M.E., 1, 11-16.

Sugiman. (2011). Peningkatan pembelajaran matematika dengan menggunakan pendekatan matematika realistik. Diambil pada tanggal 29 Maret 2015, dari http://staff.uny.ac.id/sites/def-ault/files/tmp/2011_PPM_Iceberg_0.pdf.

Hadi, S. (2005). Pendidikan matematika realistik dan implementasinya. Banjarmasin: Tulip.

Syah, M. (2010). Psikologi pendidikan: dengan pendekatan baru. Bandung: PT Remaja Rosdakarya.

Uzel, D., & Uyangor. (2006). Attitudes of 7th class students toward mathematics in realistic mathematics education. International Mathematical Forum 1, 39, 1951-1959.

Van den Heuvel-Panhuizen, M. (2000). Mathematics education in the Netherlands: a guided tour Freudenthal Institute CD-rom for ICME9. Utrecht: Utrecht University.

Widiyanti, R.A. (2012). Keefektifan pendekatan PMRI dan pendekatan konvensional ditinjau dari kemampuan kognitif siswa kelas VII SMP di Kota Yogyakarta dan Bantul. Tesis, tidak dipublikasikan. Universitas Negeri Yogyakarta.

Wolf, A. (1925). Essentials of Scientific Method. London: George Allen & Unwin LTD.

Woolfolk, A. (2007). Educational Psychology (10th ed). Boston, MA: Pearson Education.

Zaini, A., & Marsigit, M. (2014). Perbandingan keefektifan pembelajaran matematika dengan pendekatan matematika realistik dan konvensional ditinjau dari kemampuan penalaran dan komunikasi matematik siswa. Jurnal Riset Pendidikan Matematika, 1(2), 152-163. doi:http://dx.doi.org/10.21831/jrpm.v1i2.2672

Zimmerman, B.J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners beyond achievement to self-efficacy (psychology in the classroom). New York: American Psychological Association.