PENGARUH MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT (MMP) TERHADAP KEMAMPUAN KONEKSI MATEMATIS DITINJAU DARI SELF-EFFICACY BELIEFS PESERTA DIDIK SMA
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Institusion
Universitas Negeri Jakarta
Author
WAGINO, .
Subject
Teori, Penelitian Pendidikan
Datestamp
2020-06-16 15:02:05
Abstract :
ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran Missouri Mathematics Project terhadap kemampuan koneksi matematis ditinjau dari self efficacy beliefs peserta didik SMA. Penelitian ini menggunakan metode quasi eksperimen dengan rancangan posttest-only control design. Variabel dalam penelitian ini variabel bebas model pembelajaran, variabel terikat kemampuan koneksi matematis, dan variabel moderator self efficacy beliefs. Sampel dalam penelitian berjumlah 80 peserta didik yang dipilih dengan menggunakan teknik cluster random sampling yang terbagi dalam kelompok eksperimen dan kelompok control dan berdasarkan self efficacy beliefs peserta didik. Instrumen yang digunakan berupa soal tes kemampuan koneksi matematis dan lembar angket self efficacy beliefs. Hasil penelitian menunjukkan: (1) Kemampuan koneksi matematis kelompok peserta didik yang diberi perlakuan model pembelajaran MMP lebih baik daripada kelompok peserta didik yang diberi perlakuan model pembelajaran konvensional; (2) Ada pengaruh interaksi antara model pembelajaran dan self efficacy beliefs peserta didik terhadap kemampuan koneksi matematis pesrta didik; (3) Peserta didik dengan self efficacy beliefs tinggi dapat menggunakan indikator koneksi matematis dengan baik, sedangkan peserta didik dengan self efficacy beliefs rendah belum mampu mengungkapkan ide-ide matematis secara maksimal. ************ ABSTRACT This study aims to describe the effect of the Missouri Mathematics Project learning model on the ability of mathematical connections in terms of the self efficacy beliefs of high school students. This study uses a quasi-experimental method with a posttest-only control design. The variables in this study are independent variables of learning models, the dependent variable is the ability of mathematical connections, and the moderator variable is self efficacy beliefs. The sample in this study consisted of 80 students selected using cluster random sampling techniques which were divided into experimental and control groups and based on students' self-efficacy beliefs. The instrument used was a matter of tests of mathematical connection ability and self efficacy beliefs questionnaire sheets. The results showed: (1) The ability of mathematical connection groups of students who were treated MMP learning models better than groups of students who were treated conventional learning models; (2) There is an effect of interaction between learning models and students 'self-efficacy beliefs on the ability of students' mathematical connections; (3) Students with high self efficacy beliefs can use mathematical connection indicators well, whereas students with low self efficacy beliefs have not been able to express mathematical ideas to the full.
ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran Missouri Mathematics Project terhadap kemampuan koneksi matematis ditinjau dari self efficacy beliefs peserta didik SMA. Penelitian ini menggunakan metode quasi eksperimen dengan rancangan posttest-only control design. Variabel dalam penelitian ini variabel bebas model pembelajaran, variabel terikat kemampuan koneksi matematis, dan variabel moderator self efficacy beliefs. Sampel dalam penelitian berjumlah 80 peserta didik yang dipilih dengan menggunakan teknik cluster random sampling yang terbagi dalam kelompok eksperimen dan kelompok control dan berdasarkan self efficacy beliefs peserta didik. Instrumen yang digunakan berupa soal tes kemampuan koneksi matematis dan lembar angket self efficacy beliefs. Hasil penelitian menunjukkan: (1) Kemampuan koneksi matematis kelompok peserta didik yang diberi perlakuan model pembelajaran MMP lebih baik daripada kelompok peserta didik yang diberi perlakuan model pembelajaran konvensional; (2) Ada pengaruh interaksi antara model pembelajaran dan self efficacy beliefs peserta didik terhadap kemampuan koneksi matematis pesrta didik; (3) Peserta didik dengan self efficacy beliefs tinggi dapat menggunakan indikator koneksi matematis dengan baik, sedangkan peserta didik dengan self efficacy beliefs rendah belum mampu mengungkapkan ide-ide matematis secara maksimal. ************ ABSTRACT This study aims to describe the effect of the Missouri Mathematics Project learning model on the ability of mathematical connections in terms of the self efficacy beliefs of high school students. This study uses a quasi-experimental method with a posttest-only control design. The variables in this study are independent variables of learning models, the dependent variable is the ability of mathematical connections, and the moderator variable is self efficacy beliefs. The sample in this study consisted of 80 students selected using cluster random sampling techniques which were divided into experimental and control groups and based on students' self-efficacy beliefs. The instrument used was a matter of tests of mathematical connection ability and self efficacy beliefs questionnaire sheets. The results showed: (1) The ability of mathematical connection groups of students who were treated MMP learning models better than groups of students who were treated conventional learning models; (2) There is an effect of interaction between learning models and students 'self-efficacy beliefs on the ability of students' mathematical connections; (3) Students with high self efficacy beliefs can use mathematical connection indicators well, whereas students with low self efficacy beliefs have not been able to express mathematical ideas to the full.
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