•  
  •  
 

Keywords

realistic approach, scientific approach, academic achievement, mathematical reasoning ability, interest in learning

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pendekatan pembelajaran realistik dan saintifik terhadap prestasi belajar, kemampuan penalaran matematis, dan minat belajar. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Sampel penelitian adalah tiga kelas yang dipilih secara acak dari enam kelas yang ada. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan penalaran matematis, dan angket minat belajar. Untuk menguji keefektifan pendekatan pembelajaran realistik dan saintifik serta pembelajaran konvensional menggunakan uji t one sample. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran matematika realistik efektif terhadap prestasi belajar, kemampuan penalaran matematis, dan minat belajar; pendekatan pembelajaran saintifik efektif terhadap prestasi belajar dan minat belajar tetapi tidak efektif terhadap kemampuan penalaran matematis; sedangkan pembelajaran konvensional tidak efektif terhadap prestasi belajar, kemampuan penalaran matematis, dan minat belajar. Pendekatan pembelajaran realistik dan saintifik memberikan berpengaruh yang lebih efektif dibandingkan dengan pembelajaran konvensional terhadap prestasi belajar, kemampuan penalaran matematis, dan minat belajar. Pendekatan pembelajaran realistik lebih efektif daripada pendekatan saintifik terhadap prestasi belajar kemampuan penalaran matematis, dan minat belajar.

Kata Kunci: Pendekatan realistik, pendekatan saintifik, prestasi belajar, kemampuan penalaran matematis, minat belajar

The Effect of Teaching Realistic and Scientific Mathematics Approach on Students Learning Achievement, Mathematical Reasoning Ability, and Interest

Abstract

This study aims to describe the effect of realistic and scientific approach on student's learning achievement, mathematical reasoning ability, and interest. This study is a quasi-experimental study using the pretest-posttest nonequivalent group design. The research sample was randomly selected from six classes, three classes were elected. The instrument used in this study is the learning achievement test, a test of mathematical reasoning ability, and an interest-in-learning questionnaire. To test the effectiveness of teaching realistic and scientific mathematics approach, as well as conventional teaching using one sample t-test. The research findings indicate that the teaching realistic mathematics approach is effective on student's learning achievement, mathematical reasoning ability, and interest; the teaching scientific approaches is effective on student's learning achievement, and interest, but is not effective in mathematical reasoning ability; whereas conventional teaching is not effective on students learning achievement, mathematical reasoning ability, and interest. The teaching realistic and scientific mathematics approach has an effect and is more effective than conventional teaching on student's learning achievement, mathematical reasoning ability, and interest. The realistic mathematics approach is more effective than a scientific approach on student's learning achievement, mathematical reasoning ability, and interest.

Keywords: realistic approach, scientific approach, academic achievement, mathematical reasoning ability, interest in learning

Page Range

2024-10-01

Issue

1

Volume

4

Digital Object Identifier (DOI)

10.21831/jrpm.v4i1.10066

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/10066

References

Crompton, H., & Traxler, J. (2015). Mobile learning and mathematics : foundations, design, and case studies.

D'Amico, J., & Gallaway, K. (2010). Differentiated instruction for the middle school language arts teacher: Activities and strategies for an inclusive classroom. San Francisco: Jossey-Bass.

Dewey, J. (1975). Interest and effort in education. Southern Illinois University Press.

Efriana, F. (2014). Penerapan pendekatan scientific untuk meningkatkan hasil belajar siswa kelas VII MTSn palu barat pada materi keliling dan luas daerah layang-layang. Jurnal Elektronik Pendidikan Matematika Tadulako, 1(2). Retrieved from http://jurnal.untad.ac.id/jurnal/index.php/JEPMT/article/view/3219

Gravemeijer, K. (1994). Developing realistic mathematics education = ontwikkelen van realistisch reken/wiskundeonderwijs (met een samenvatting in het Nederlands). Utrecht: Freudenthal Institute.

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

Hosnan, M., & Sikumbang, R. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum 2013. Bogor: Ghalia Indonesia.

Lovat, T., Dally, K., Clement, N., & Toomey, R. (2011). Values Pedagogy and Student Achievement. Dordrecht: Springer Netherlands. http://doi.org/10.1007/978-94-007-1563-9

Menteri Pendidikan dan Kebudayaan Republik Indonesia. Peraturan menteri pendidikan dan kebudayaan No.58 tentang kurikulum 2013 sekolah menengah pertama/madrasah tsanawiyah, Peraturan Menteri Pendidikan Nasional (2014). Indonesia.

Menteri Pendidikan Nasional. Peraturan Menteri Pendidikan Nasional RI nomor 22, tahun 2006, tentang standar isi intuk satuan pendidikan dan menengah, Peraturan Menteri Pendidikan Nasional (2006).

Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. New Jersey: Pearson/Allyn & Bacon.

Preiss, D. D., & Sternberg, R. J. (2010). Innovations in educational psychology: Perspectives on learning, teaching, and human development. New York, NY: Springer Publishing Company. Retrieved from http://www.imd.inder.cu/adjuntos/article/460/Innovations in Educational Psychology.pdf

Rangkuti, A. N. (2015). Developing a learning trajectory on fraction topics by using realistic mathematics education approach in primary school. IOSR Journal of Research & Method in Education Ver. III, 5(5), 2320-7388. http://doi.org/10.9790/7388-05531316

Sugiman. (2011). Peningkatan pembelajaran matematika dengan menggunakan pendekatan matematika realistik. Yogyakarta. Retrieved from http://staff.uny.ac.id/sites/default/files/tmp/2011_PPM_Iceberg_0.pdf

Suhendar, U., & Widjajanti, D. B. (2016). Komparasi keefektifan saintifik dan PMRI ditinjau dari prestasi, minat, dan percaya diri siswa kelas VII. PYTHAGORAS: Jurnal Pendidikan Matematika, 11(1), 91-101. http://doi.org/10.21831/PG.V11I1.9674

Suryanto. (2010). Sejarah pendidikan matematika realistik Indonesia (PMRI). Yogyakarta: Tidak Diterbitkan.

The National Council of Teachers of Mathematics. (2000). NCTM principles and standards for school mathematics,. Association Drive, Reston, VA: Library of Congres Cataloguing-in-Publication Data. Retrieved from https://www.nctm.org/store/Products/NCTM-Principles-and-Standards-for-School-Mathematics,-Full-Edition-(PDF)/

The National Council of Teachers of Mathematics. (2009). Focus in high school mathematics: Reasoning and sense making. Reston, VA: National Council of Teacher of Mathematics. Retrieved from http://www.nctm.org

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

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. http://doi.org/10.21831/jrpm.v1i2.2672.

Share

COinS