Keywords
setting TPS, pendekatan discovery learning, pendekatan problem-based learning, prestasi belajar, kemampuan komunikasi matematis, kemampuan interpersonal
Document Type
Article
Abstract
Penelitian ini bertujuan untuk mendeskripsikan keefektifan setting TPS dalam pendekatan discovery learning dan problem based learning terhadap prestasi belajar, kemampuan komunikasi matematis, dan kemampuan interpersonal siswa. Jenis penelitian ini adalah quasi eksperiment dengan pretest-posttest nonequivalent group design. Sampel penelitian dipilih secara acak dari delapan kelas yang ada, terpilih dua kelas. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan komunikasi matematis, dan angket kemampuan interpersonal. Untuk menguji keefektifan setting TPS dalam pendekatan discovery learning dan problem-based learning data dianalisis menggunakan uji one sample t-test. Untuk menguji perbedaan keefektifan, data dianalisis menggunakan MANOVA. Hasil penelitian menunjukkan bahwa setting TPS dalam pendekatan discovery learning dan problem-based learning efektif terhadap prestasi belajar, kemampuan komunikasi matematis, dan kemampuan interpersonal siswa. Tidak terdapat perbedaan keefektifan setting TPS dalam pendekatan discovery learning dengan problem based learning ditinjau dari aspek prestasi belajar, kemampuan komunikasi matematis, dan kemampuan interpersonal siswa.
Kata Kunci: setting TPS, pendekatan discovery learning, pendekatan problem-based learning, prestasi belajar, kemampuan komunikasi matematis, kemampuan interpersonal
The Effectiveness of Setting Think Pair Share in Discovery Learning Approach and Problem-Based Learning in Circle of Junior High School Students
Abstract
The purpose of this study was to describe the effectiveness of setting Think Pair Share (TPS) in the approach to discovery learning and problem-based learning in terms of student achievement, mathematical communication skills, and interpersonal skills of the student. This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population comprised all Year VIII students of SMP Negeri 1 Yogyakarta. The research sample was randomly selected from eight classes, two classes were elected. The instrument used in this study is the learning achievement test, a test of mathematical communication skills, and interpersonal skills student questionnaires. To test the effectiveness of setting Think Pair Share (TPS) in the approach to discovery learning and problem-based learning, the one sample t-test was carried out. Then, to investigate the difference in effectiveness between the setting Think Pair Share (TPS) in the approach to discovery learning and problem-based learning, the Multivariate Analysis of Variance (MANOVA) was carried out. The research findings indicate that the setting TPS discovery approach to learning and problem-based approach to learning (PBL) is effective in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students. No difference in effectiveness between setting TPS discovery approach to learning and problem-based learning (PBL) in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students.
Keywords: TPS setting in discovery learning approach, in problem-based learning, academic achievement, mathematical communication skills, and interpersonal skills of the student
Page Range
78-86
Issue
1
Volume
4
Digital Object Identifier (DOI)
10.21831/jrpm.v4i1.9451
Source
https://journal.uny.ac.id/index.php/jrpm/article/view/9451
Recommended Citation
Hidayati, R. (2017). Keefektifan setting TPS dalam pendekatan discovery learning dan problem-based learning pada pembelajaran materi lingkaran SMP. Jurnal Riset Pendidikan Matematika, 4(1), 78-86. https://doi.org/10.21831/jrpm.v4i1.9451
References
Arends, R. I., Prajitno, H., & Mulyantini, S. (2008). Belajar untuk mengajar (Learning to teach), 1 Edisi 9 (7 edition). Yogyakarta: Salemba Humanika .
Balım, A. G. (2009). The effects of discovery learning on students' success and inquiry learning skills. Eurasian Journal of Educational Research Egitim Arastirmalari-Eurasian Journal of Educational Research, 35(35), 1-20. Retrieved from http://www.ejer.com.tr/0DOWNLOAD/pdfler/eng/1177009234.pdf
Daniyati, N. A., & Sugiman, S. (2015). Hubungan antara kemampuan verbal, kemampuan interpersonal, dan minat belajar dengan prestasi belajar matematika. PYTHAGORAS: Jurnal Pendidikan Matematika, 10(1), 50-60. http://doi.org/10.21831/PG.V10I1.9109
Gillies, R. M. (2003). Cooperative learning: Integrating theory and practice. London: SAGE Publications.
Hayes, J. (1991). Interpersonal skills: Goal-directed behaviour at work. New York: Routledge.
Hayes, J. (2003). Interpersonal skills at work. New York: Routledge.
Lefrançois, G. R. (2000). Psychology for teaching: A bear is not a choirboy! Belmont: Wadsworth/Thomson Learning.
Mahmudi, A. (2009). Komunikasi dalam pembelajaran matematika. Jurnal MIPMIPA UNHALU, 8(1), 1412-2318.
Masykur, M., & Fathani, A. H. (2009). Mathematical intelegence: Cara cerdas melatih otak dan menanggulangi kesulitan belajar. Jogyakarta: AR-Ruzz Media.
Maxwell, N. L., Mergendoller, J. R., & Bellisimo, Y. (2005). Problem-based learning and high school macroeconomics: A comparative study of instructional methods on JSTOR. The Journal of Economic Education, 36(4), 315-331. Retrieved from https://www.jstor.org/stable/30042670?seq=1#page_scan_tab_contents
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).
Ontario Ministry of Education. (2005). Mathematics: The Ontario Curriculum Grades 9 and 10. Toronto: Queen's Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/math910curr.pdf
Phye, G. D. (1997). Handbook of classroom assessment: Learning, achievement, and adjustment. San Diego, CA: Academic Press, Inc.
Radhakrishna, R., & Chikthimmah, N. (2012). TPS (think, pair and share) as an active learning strategy. NACTA Journal, 56(3), 84-85. Retrieved from https://www.nactateachers.org/images/Sep12_3_TPS_Think_Pair_and_Share_as_an_Active_Learning_Strategy.pdf
Roestiyah NK. (2008). Strategi belajar mengajar: salah satu unsur pelaksanaan strategi belajar mengajar, teknik penyajian. Jakarta: Rhineka Cipta.
Sagala, S. (2009). Konsep dan makna pembelajaran untuk membantu memecahkan problematika belajar dan mengajar. Bandung: Alfabeta.
Siregar, N. C., & Marsigit, M. (2015). Pengaruh pendekatan discovery yang menekankan aspek analogi terhadap prestasi belajar, kemampuan penalaran, kecerdasan emosional spiritual. Jurnal Riset Pendidikan Matematika, 2(2), 224. http://doi.org/10.21831/jrpm.v2i2.7336
Stevens, J. P. (2009). Applied multivariate statistics for the social sciences, Fifth Edition. New York: Routledge.
Van de Walle, J. A. (2010). Elementary and middle school mathematics : teaching developmentally. Boston: Pearson /Allyn and Bacon.