PENGARUH PEMBELAJARAN DESIGN THINKING BERBANTUAN MEDIA MANIPULATIF TERHADAP LITERASI MATEMATIKA DITINJAU DARI SELF-REGULATED LEARNING

MUMUN MUNTASIROH, . (2026) PENGARUH PEMBELAJARAN DESIGN THINKING BERBANTUAN MEDIA MANIPULATIF TERHADAP LITERASI MATEMATIKA DITINJAU DARI SELF-REGULATED LEARNING. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini membandingkan kemampuan literasi matematika antara dua kelompok siswa: kelompok yang belajar dengan model Design Thinking berbantuan media manipulatif, dan kelompok yang belajar dengan model Direct Instruction menggunakan media serupa. Selain itu, dikaji pula apakah model pembelajaran yang digunakan berinteraksi dengan tingkat Self-Regulated Learning (SRL) siswa dalam memengaruhi hasil literasi matematika tersebut, pada jenjang kelas V sekolah dasar. Metode yang digunakan bersifat kuantitatif eksperimental, dengan desain treatment by level 2 × 2 dan pengambilan data hanya di akhir perlakuan (posttest-only). Subjek penelitian berasal dari populasi siswa kelas V sekolah dasar di Kelurahan Ragunan, Jakarta Selatan. Melalui teknik Extreme Groups Approach, terpilih 68 siswa yang kemudian dibagi rata ke dalam empat kelompok (masing-masing 17 siswa): Design Thinking-SRL tinggi, Design Thinking-SRL rendah, Direct Instruction-SRL tinggi, dan Direct Instruction-SRL rendah. Untuk mengolah data, digunakan Two-Way ANOVA. Dari hasil pengujian, ditemukan perbedaan yang signifikan pada kemampuan literasi matematika antara kedua kelompok model pembelajaran (F = 17,5; p < 0,001); siswa yang diajar dengan Design Thinking memperoleh skor rata-rata lebih tinggi dibanding Direct Instruction. Terdeteksi pula adanya interaksi antara model pembelajaran dan SRL terhadap kemampuan literasi matematika (F = 16,8; p < 0,001). Interaksi ini terlihat jelas ketika data dipecah berdasarkan tingkat SRL: pada siswa dengan SRL tinggi, model Design Thinking unggul signifikan atas Direct Instruction dengan selisih rata-rata 12,824 poin (p < 0,001). Namun pada siswa dengan SRL rendah, perbedaan antara kedua model nyaris tidak ada—selisih rata-ratanya hanya 0,118 poin dan tidak signifikan secara statistik (p = 1,000). Temuan ini mengindikasikan bahwa keunggulan Design Thinking berbantuan media manipulatif baru benar-benar terasa pada siswa dengan kemampuan regulasi diri belajar yang tinggi. Sementara pada siswa dengan SRL rendah, kedua pendekatan pembelajaran memberikan hasil yang setara. Kata kunci: Design Thinking, media manipulatif, literasi matematika, Self-Regulated Learning, sekolah dasar. ***** This study compares the mathematical literacy skills of two groups of students: those who learned through the Design Thinking model assisted by manipulative media and those who learned through the Direct Instruction model using similar media. In addition, this study examines whether the learning model interacts with students’ levels of Self-Regulated Learning (SRL) in influencing mathematical literacy outcomes among fifth-grade elementary school students. A quantitative experimental method was employed using a 2 × 2 treatment-by-level design with data collected only at the end of the treatment (posttest-only). The research subjects were drawn from the population of fifth-grade elementary school students in Ragunan Subdistrict, South Jakarta. Using the Extreme Groups Approach, 68 students were selected and evenly distributed into four groups, with 17 students in each group: Design Thinking–high SRL, Design Thinking–low SRL, Direct Instruction–high SRL, and Direct Instruction–low SRL. The data were analyzed using Two-Way ANOVA. The results revealed a significant difference in mathematical literacy skills between the two learning models (F = 17.5; p < 0.001), with students taught using Design Thinking achieving higher mean scores than those taught using Direct Instruction. A significant interaction was also found between the learning model and SRL in relation to mathematical literacy skills (F = 16.8; p < 0.001). This interaction became evident when the data were analyzed according to SRL level. Among students with high SRL, the Design Thinking model significantly outperformed Direct Instruction, with a mean difference of 12.824 points (p < 0.001). However, among students with low SRL, the difference between the two learning models was negligible, with a mean difference of only 0.118 points and no statistically significant difference (p = 1.000). These findings indicate that the advantage of the Design Thinking model assisted by manipulative media is particularly evident among students with high self-regulated learning abilities. In contrast, among students with low SRL, both instructional approaches produce comparable mathematical literacy outcomes. Keywords: Design Thinking, manipulative media, mathematical literacy, Self-Regulated Learning, elementary school.

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Riandi Marisa, M.Pd. ; 2). Dr. Indra Jaya, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	Mumun Muntasiroh .
Date Deposited:	22 Sep 2026 02:37
Last Modified:	22 Sep 2026 02:37
URI:	http://repository.unj.ac.id/id/eprint/70973

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