PENGARUH MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA
DOI:
https://doi.org/10.23887/jjpgsd.v2i1.2441Abstract
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan kemampuan pemecahan masalah Matematika antara kelompok siswa yang mengikuti model pembelajaran Missouri Mathematics Project berbantuan media konkret dengan yang mengikuti pembelajaran konvensional. Rancangan Penelitian ini adalah nonequivalen control group design. Populasi penelitian ini adalah seluruh kelas V SD Gugus VI Abiansemal, sebanyak 174 siswa. Sampelnya sebanyak 70 siswa, yang terdiri dari kelas V SD No.3 Mambal sebagai kelompok eksperimen dan Kelas V SD No.1 Mambal sebagai kelompok kontrol. Data yang dikumpulkan dalam penelitian ini adalah data kemampuan pemecahan masalah Matematika. Metode yang digunakan untuk mengumpulkan data adalah tes dalam bentuk essay. Data dianalisis dengan statistik uji t. Hasil pengujian hipotesis dilakukan pada taraf signifikansi 5% dengan dk = 68, diperoleh ttabel = 2,00 dan thitung = 3,80. Dengan demikian thitung = 3,80 ˃ ttabel = 2,00 sehingga Ho ditolak dan Ha diterima. Ini berarti terdapat perbedaan yang signifikan kemampuan pemecahan masalah Matematika antara siswa yang mengikuti model pembelajaran Missouri Mathematics Project berbantuan media konkret dengan siswa yang mengikuti pembelajaran konvensional. Hal ini juga didukung oleh nilai rata-rata kelompok siswa yang mengikuti model pembelajaran Missouri Mathematics Project berbantuan media konkret lebih dari siswa yang mengikuti pembelajaran konvensional. Dapat disimpulkan bahwa model pembelajaran Missouri Mathematics Project berbantuan media konkret berpengaruh terhadap kemampuan pemecahan masalah Matematika siswa kelas V SD Gugus VI Abiansemal tahun ajaran 2013/2014Kata Kunci : Missouri Mathematics Project
This study aims to determine significant differences between the mathematics problem-solving ability groups of students who take learning models Missouri Mathematics Project assisted with the concrete media following the conventional learning . The design of this study is nonequivalen control group design. The study population was the entire fifth grade elementary Abiansemal Cluster VI, as many as 174 students. The sample of 70 students, which consist of 3 elementary fifth grade Mambal as Class V experimental group and SD 1 Mambal as a control group. The data collected in this study is the data Math problem solving ability. The methods used to collect the data is in the form of essay test . Data were analyzed by t-test statistics . The results of hypothesis testing is done at a significance level of 5 % with dk = 68, obtained tcount table = 2.00 and = 3.80. ttable thus Ho is rejected and Ha accepted. This means that there are significant differences between the mathematics problem-solving ability of students who take learning models Missouri Mathematics Project assisted concrete media with students who take conventional learning. It is also supported by the average value of a group of students who take learning models Missouri Mathematics Project assisted with the concrete media following the conventional learning. Can be concluded that the model-assisted learning media Missouri Mathematics Project concretely affect upon ability Math problem solving fifth grade elementary school students Force VI Abiansemal school year 2013/2014.
keyword : Missouri Mathematics Project
Published
2014-02-27
How to Cite
., I. G. A. A. D., ., D. N. W. S. M., & ., D. I. B. S. M. M. (2014). PENGARUH MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA. MIMBAR PGSD Undiksha, 2(1). https://doi.org/10.23887/jjpgsd.v2i1.2441
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