PENGARUH OPEN ENDED APPROACH MODIFIKASI MODEL MONTESSORI TERHADAP KEMAMPUAN NUMERIK SISWA SEKOLAH DASAR DITINJAU DARI SELF EFFICACY

ANNA SILVIANA, . (2025) PENGARUH OPEN ENDED APPROACH MODIFIKASI MODEL MONTESSORI TERHADAP KEMAMPUAN NUMERIK SISWA SEKOLAH DASAR DITINJAU DARI SELF EFFICACY. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh Open Ended Approach modifikasi Model Montessori terhadap kemampuan numerik siswa sekolah dasar ditinjau dari self efficacy. Penelitian menggunakan metode kuasi eksperimen dengan desain treatment by level 2x2. Sampel terdiri atas 80 siswa kelas III dari satu sekolah dasar di Jakarta Barat yang dikelompokkan berdasarkan model pembelajaran (Open Ended-Model Montessori dan Ekspositori) dan tingkat self efficacy (tinggi dan rendah). Instrumen penelitian berupa tes kemampuan numerik dan angket self efficacy. Tes kemampuan numerik mencakup indikator number sense, pemahaman hubungan matematika, dan keterampilan aritmetika dasar. Data dianalisis menggunakan ANAVA dua jalur dan dilanjutkan dengan uji Tukey. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan kemampuan numerik antara siswa yang belajar dengan Open Ended Approach-Model Montessori dan pendekatan ekspositori, di mana skor rata-rata siswa pada Open Ended Approach-Model Montessori lebih tinggi (75,62) dibandingkan dengan pendekatan ekspositori (71,22); (2) terdapat interaksi antara pendekatan pembelajaran dan tingkat self efficacy terhadap kemampuan numerik; (3) siswa dengan self efficacy tinggi yang belajar dengan Open Ended Approach-Montessori memperoleh skor lebih tinggi (81,85) dibandingkan siswa dengan self efficacy tinggi pada pendekatan ekspositori (68,35); (4) siswa dengan self efficacy rendah yang belajar dengan pendekatan ekspositori memperoleh skor lebih tinggi (74,10) dibandingkan siswa dengan self efficacy rendah pada Open Ended Approach-Model Montessori (69,40). Penelitian ini menunjukkan bahwa efektivitas pendekatan pembelajaran dipengaruhi oleh faktor internal siswa, dalam hal ini self efficacy. Open Ended Approach-Model Montessori lebih sesuai untuk siswa yang memiliki self efficacy tinggi, sedangkan pendekatan ekspositori lebih efektif bagi siswa dengan self efficacy rendah. ***** This study aims to analyze the effect of the Open Ended Approach modified with the Montessori model on elementary school students’ numerical ability in terms of self efficacy. The research used a quasi-experimental method with a 2x2 treatment by level design. The sample consisted of 80 third-grade students from one elementary schools in West Jakarta, grouped based on the learning approach (Open Ended Approach-Montessori Model and Expository) and levels of self efficacy (high and low). Research instruments included a numerical ability test and a self efficacy questionnaire. The numerical test covered indicators such as number sense, understanding of mathematical relationships, and basic arithmetic skills. Data were analyzed using two-way ANOVA followed by Tukey’s test. The results showed that: (1) there was a significant difference in numerical ability between students taught using the Open Ended-Montessori approach and those taught using the expository approach, with the Open Ended Approach-Montessori Model group scoring higher (75,62) than the expository group (71,22); (2) there was a significant interaction between the learning approach and self efficacy on students' numerical ability; (3) students with high self efficacy in the Open Ended Approach- Montessori Model group scored higher (81,85) than those in the expository group (68,35); (4) students with low self efficacy in the expository group scored higher (74,10) than those in the Open Ended Approach-Montessori Model group (69,40). This study indicates that the effectiveness of a learning approach is influenced by students' internal factors, particularly self efficacy. The Open Ended Approach- Montessori Model is more suitable for students with high self efficacy, while the expository approach is more effective for those with low self efficacy.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Yurniwati, M.Pd; 2). Dr. Nurjannah, M.Pd
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Teori, Penelitian Pendidikan
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	Anna Silviana .
Date Deposited:	20 Aug 2025 07:24
Last Modified:	20 Aug 2025 07:24
URI:	http://repository.unj.ac.id/id/eprint/61734

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