•  
  •  
 

PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika

Keywords

inquiry approach, problem solving approach, motivations to learn mathematics, student mathematics achievement

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pendekatan pembelajaran inquiry dan problem solving terhadap motivasi dan prestasi belajar matematika serta pengaruh yang lebih baik antara pendekatan pembelajaran inquiry dan problem solving terhadap motivasi dan prestasi belajar matematika. Jenis penelitian ini adalah quasi experiment dengan nonrandomized control group, pretest-posttest design. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji multivariat (MANOVA), kemudian dilanjutkan dengan independent sample t-test dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa, pendekatan pembelajaran inquiry dan problem solving tidak efektif untuk meningkatkan prestasi belajar matematika peserta didik, pendekatan pembelajaran inquiry dan problem solving tidak efektif untuk meningkatkan motivasi belajar matematika peserta didik, dan tidak terdapat perbedaan pengaruh yang signifikan antara pendekatan pembelajaran inquiry dan pendekatan pembelajaran problem solving terhadap motivasi dan prestasi belajar matematika peserta didik pada materi bangun ruang sisi lengkung.

Kata Kunci: pendekatan inquiry, pendekatan problem solving, motivasi belajar, dan prestasi belajar.

The Effect of Inquiry and Problem Solving Approach on Motivations to Learn and Student Mathematics Achievement

Abstract

This study aimed to describe the difference effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement and the better effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement. This research was a quasi-experimental using nonrandomized control group, pretest-posttest design. The data were collected through non-test and test. The data were analyzed using the MANOVA test and independent sample t-test with significance level of 0,05. The results of the study show the inquiry approach and problem solving approach was not effective to increase the student mathematics achievement, the inquiry approach and problem solving approach was not effective to increase the motivation to learn mathematics, and there is no difference effect between the inquiry approach and the problem solving approach on learning motivations and the student mathematics achievement. Keywords: inquiry approach, problem solving approach, motivations to learn mathematics, student mathematics achievement

Page Range

2024-10-01

Issue

1

Volume

9

Digital Object Identifier (DOI)

10.21831/pg.v9i1.9055

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/9055

References

Adams, D., & Hamm, M. (2010). Demystify math, science, and technology, p.creativity, innovation, and problemsolving. Maryland: Rowman & Littlefield Publishers, Inc.

Alderman, M. K. (2004). Motivation for Achievement: Possibilities for Teaching and Learning. Second Edition. London: LEA Publisher.

Ary, D., et. al. (2010). Introductions to research in education (8th ed.). Belmont: Wadswotrh

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

Chambers, P. (2008). Teaching mathematics: developing as a reflective secondary teacher. London: Sage Publications Inc.

Crowley, M. L. (1987). The van hiele model of the development of geometric thought. in learning and teaching geometry, K-12, 1987 Yearbook of the National Council of Teachers of Mathematics, edited by Mary Montgomery Lindquist, pp.1-16. Reston, Va., p.National Council of Teachers of Mathematics.

Dell'Olio, J.M. & Donk, T.(2007). Model of teaching connecting student learning with standars. Thousan Oaks: SAGE Publications Ltd.

Depdiknas. (2003). Undang-undang nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional.

Depdiknas. (2006). Permendiknas Nomor 22 tahun 2006 tentang standar isi.

Depdiknas. (2007). Permendiknas Nomor 41 tahun 2007 tentang standar proses.

Ebel, R. L., & Frisbie, D. A. (1986). Essentials of educational measurement (4th ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Elliot, et al. (2000). Educational psychology: effective teaching, effective learning. (3rd ed.) Boston: McGrawHill

Hake, R. R. (1998). Interactive-engagement methods in introductory mechanics courses. The potential new Journal of Physics Education Research. Diambil pada tanggal 14 Maret 2014, dari http://www.physics.indiana.edu~sdiIEM-2b.pdf"Ž (12 m1r 2014)

Johnson, D. W. & Johnson, R. T. (2002). Meaningful assessment. a manageable and cooperative process. Boston, MA: Allyn & Bacon.

Kemdikbud. (2013). Permendikbud Nomor 65 tahun 2013 tentang standar proses.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding It Up, p.Helping children learn mathematics. Washington, D. C.: National academy press

Klein, S. B. (2000). Learning: principles and applications. Boston: McGrawHill

Kuhlthuau,C.C. Maniotes, L.K., & Caspari, A.K. (2007). Guided inquiry. Westport: British Libraries Unlimited, Inc.

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

Llewellyn D. (2011). Differentiated science inquiry. Thousand Oaks: SAGE Company.

Moore, K. D. (2009). Effective instructional strategies from theory to practice (2nd ed). Thousand Oaks: SAGE Publications Ltd.

Nitko, A. J. & Brookhart, S. M, (2011) Educational assessment of student (6th ed). Boston: Allyn & Bacon.

Orlich, D. C. et. al, (2010). Teaching strategies a guides to effective instruction (8th ed). Boston: Wadwort Cengage Learning

Polya, G. (2004). How to solve it: a new aspect of mathematical method. Princeton: Princeton University Press

Posamentier, A. S., Smith, B. S. & Stepelman, J. (2010). Teaching secondary mathematics: technique and enrichment units. New York NJ: Allyn Bacon.

Santrock, J. W. (2011). Educational Psychology (4th ed.). New York NJ: McGrawhill

Schunk, D. H., Printinch, P. R., & Meece, J. L. (2010). Motivation in education. theory, research, and applications. (3th ed). New Jersey: Pearson educational International

Skemp, R. R. (1991). The Psychology of learning mathematics. England: Pinguin Books Inc.

VanGundy, A. B. (2005). 101 Activities for teaching creativity and problem solving. San Francisco: John Wiley & Sons, Inc.

Yaya S Kusumah & Marsigit, (2010). Philosophical theoretical ground of mathematics teaching. SEAMEO Regional Centre for QITEP in Mathematis.

Download

Share

COinS