•  
  •  
 

Keywords

strategi REACT, prestasi belajar, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA

Document Type

Article

Abstract

Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan strategi pembelajaran REACT pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, (2) menentukan strategi pembelajaran yang lebih efektif diantara strategi REACT dan pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Penelitian ini adalah penelitian quasi experiment. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji one sample t-test, uji T2 Hotelling's, dan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa: (1) strategi pembelajaran REACT efektif pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, dan (2) strategi pembelajaran REACT lebih efektif daripada pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang.

Kata Kunci: strategi REACT, prestasi belajar, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA

The Effectiveness of REACT Strategy Viewed from Learning Achievement, Problem Solving Ability, Mathematical Connection, Self-Efficacy


Abstract

The aims of this study are to: (1) to describe the effectiveness of the REACT strategy viewed from Mathematics Learning Achievement, Mathematics Problem Solving Ability, Mathematics Connection Ability, and Student Self efficacy of State Senior High School 4 Magelang Students, and (2) determine a more effective learning strategies between REACT strategy and conventional learning in the derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connections ability, and self-efficacy of State Senior High School 4 Magelang Students.This study was a quasi-experimental research. Collecting data technique are test and nontest. Analyze data technique using one-sample t-test, Hotelling's T2-test, and t-Bonferroni test. The results show that: (1) The REACT strategy is effective in derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connections ability, and self-efficacy of State Senior High School 4 Magelang Students, and (2) REACT strategy is more effective than conventional learning in derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connection ability, and self-efficacy of State Senior High School 4 Magelang Students

Keywords: REACT strategy, mathematics learning achievement, mathematical problem solving ability, mathematical connection ability, and self-efficacy of senior high school students

Page Range

262 - 272

Issue

2

Volume

2

Digital Object Identifier (DOI)

10.21831/jrpm.v2i2.7345

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/7345

References

Allen, M.J., & Yen, W.M. (1979), Introduction to measurement theory. Monterey, CA: Brooks/Cole Publishing Company.

Campbell, D.T & Stanley, J.C. (1996). Experimental and quasi experimental designs for research. Chicago, Illinois: Rand Mc NAlly & Company Library of Congress.

Cockroft. (1982). Mathematics count. Report of The Commitee of Inquiry into the Teaching of Mathematics in Schools under the Chairmanship. London: Her Majesty's Stasionery Office

CORD. (1999). Teaching mathematics contextually. Texas: CORD Communications, Inc. diakses http://www.cord.org/uploadfiles/Teaching_Math_Contextually.pdf pada tanggal 5 Januari 2013

Crawford, L.M. (2001). Teaching Contextually: Research, Rationale and Techniques for Improving Student Motivation and Achievement in Mathematics and Science. CORD. Texas: CCI Publishing, Inc.

Depdiknas. (2006). Peraturan Menteri Pendidikan Nasional RI Nomor 22 Tahun 2006, tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah.

Evans, B. (2007). Student attitudes, conceptions, and achievement in introductory undergraduate college statistics [Versi electronik]. The Mathematics Educator, 17, 2, 24-30.

Glaser, R & Chi, M.T.H. (1982). Expertise in problem solving. In R.J Sternberg (Ed.), Advances in the psychology of human intelligence, (Vol 1). Hillsdale, NJ: Erlbaum

Lunenburg, F.C. (2011). Self efficacy in the workplace: implication for motivation and performance. International Journal of Management, Bussiness, and Administration, vol 14, no 1

NCTM. (2000). Principles and standarts for school mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc.

Nitko, A.J. & Brookhart, S.M. (2007). Educational assessment of students (5th ed.). Upper Saddle River, NJ: Pearson Educational, Inc

Peraturan Menteri Pendidikan Nasional (Permendiknas) Nomor 22 Tahun 2006

Peraturan Menteri Pendidikan Nasional (Permendiknas) Nomor 20 Tahun 2007

Peraturan Menteri Pendidikan dan Kebudayaan (Permendikbud) Nomor 64 Tahun 2013

Suhena, E. (2009). Pengaruh strategi REACT dalam pembelajaran matematika terhadap peningkatan kemampuan pemahaman, penalaran dan komunikasi matematis siswa.[Desertasi] UPI: Tidak Diterbitkan

Van de Walle, J. A. (2008). Matematika sekolah dasar dan menengah. Edisi Keenam. Jakarta: Erlangga

Wiersma, William & Jurs. (2009). Research methods in education an introduction. Nineth Edition. Upper Saddle River, NJ: Pearson

Zimmerman, B. J. (2000). Self efficacy: an essential motive to learn. Contemporary Educational Psychology 25, 82-91. Graduate School and University Center of City University of New York.

Share

COinS