Wieka Septiyana, Wieka
Pendidikan Matematika FKIP Universitas Sultan Ageng Tirtayasa

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MODEL PEMBELAJARAN MATEMATIKA KNISLEY UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEPTUAL MATEMATIS SISWA SMP Septiyana, Wieka; Pujiastuti, Heni; Ihsanudin, Ihsanudin
Jurnal Penelitian Dan Pembelajaran Matematika Vol 9, No 1 (2016): Jurnal Penelitian dan Pembelajaran Matematika Volume 9 Nomor 1 Februari 2016
Publisher : Jurnal Penelitian Dan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (592.912 KB)

Abstract

Tujuan  utama penelitian ini untuk menyelidiki pencapaian dan peningkatan kemampuan pemahaman konseptual matematis siswa baik yang mendapat pembelajaran dengan model pembelajaran matematika Knisley (MPMPK) maupun dengan model pembelajaran langsung. Metode penelitian yang digunakan adalah menggunakan metode campuran (mixed methods) dengan model penggabungan kuantitatif dan kualitatif. Desain penelitian yang digunakan yaitu concurrent embedded design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 6 Kota Serang dengan sampelnya siswa kelas VIII A dan B. Peneliti menerima keadaan subjek penelitian seadanya dan sampel dipilih dengan teknik purposive sampling. Analisis data kuantitatif dalam penelitian ini dengan menggunakan uji-t dan Mann-Whitney. Hasil penelitian menyimpulkan bahwa pencapaian dan peningkatan kemampuan pemahaman konseptual matematis siswa yang mendapatkan pembelajaran MPMK lebih baik daripada siswa yang mendapatkan pembelajaran langsung.
MODEL PEMBELAJARAN MATEMATIKA KNISLEY UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEPTUAL MATEMATIS SISWA SMP Septiyana, Wieka; Pujiastuti, Heni
KALAMATIKA Jurnal Pendidikan Matematika Vol 3 No 2 (2018): KALAMATIKA November 2018
Publisher : FKIP UHAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (601.268 KB) | DOI: 10.22236/KALAMATIKA.vol3no2.2018pp155-174

Abstract

Mathematical conceptual understanding is a provision in solving problems and finding other concepts. Therefore, this research should be conducted to determine the mathematical learning model that can enhance these capabilities. The main objective is to investigate and describe the achievement as well as an increase in the mathematical ability of conceptual understanding both got teaching Knisley mathematics learning model and direct learning model. The method used mixed method (mixed methods) with the incorporation of quantitative and qualitative models. The study design used concurrent embedded design. The population in this research is class VIII SMP with sample class VIII A and B. Class selected as sample using purposive sampling technique. Quantitative data analysis in this study using the samples Independent-T test and Mann-Whitney. Results of descriptive statistical analysis showed the experimental class =0.83, =14.92 and =0.58. And a control class shows = 0.89, = =10.27 and =0.39. Based on the test results of the samples Independent-T test to determine achievement and test scores N-gain KPKM each student obtained the data with sig (one-tailed) and =0.05 is 0.000. Because of sig < 0.05 then rejected that hypothesis is accepted. Thus, the research concludes that the attainment and improved conceptual understanding of mathematical ability of students who get teaching mathematics learning model Knisley better than who received direct instruction.