PENGARUH PENDEKATAN PEMBELAJARAN DAN TEKNIK PENILAIAN KELAS TERHADAP KEMAMPUAN PENALARAN DAN REPRESENTASI MATEMATIKA SISWA MADRASAH TSANAWIYAH NEGERI (MTsN) KABUPATEN PANDEGLANG BANTEN

FITRI HILMIYATI, . (2020) PENGARUH PENDEKATAN PEMBELAJARAN DAN TEKNIK PENILAIAN KELAS TERHADAP KEMAMPUAN PENALARAN DAN REPRESENTASI MATEMATIKA SISWA MADRASAH TSANAWIYAH NEGERI (MTsN) KABUPATEN PANDEGLANG BANTEN. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Tujuan penelitian ini untuk mengetahui pengaruh pendekatan pembelajaran dan teknik penilaian kelas terhadap kemampuan penalaran dan representasi matematika siswa. Metode penelitian ini adalah kuasi eksperimen yang dilakukan di Madrasah Tsanawiyah Negeri (MTsN) Cening dan Madrasah Tsanawiyah Negeri (MTsN) Pandeglang 2 Labuan, Pandeglang. Hasil penelitian ini adalah 1) Kemampuan penalaran matematika melalui pembelajaran matematika realistik lebih tinggi daripada yang menggunakan pembelajaran ekspositori. 2) Kemampuan representasi matematika melalui pembelajaran matematika realistik lebih rendah daripada yang menggunakan pembelajaran ekspositori. 3) Kemampuan penalaran dan representasi matematika melalui teknik penilaian kelas SGTQ lebih tinggi daripada yang diberi teknik penilaian kelas AC. 4) Terdapat pengaruh interaksi antara pendekatan pembelajaran dan teknik penilaian kelas terhadap kemampuan penalaran dan representasi matematika. 5) Untuk siswa pada kelas SGTQ, kemampuan penalaran dan representasi matematika yang menggunakan pembelajaran matematika realistik lebih tinggi daripada yang menggunakan pembelajaran ekspositori. 6) Untuk siswa pada kelas AC, kemampuan penalaran dan representasi matematika melalui pembelajaran ekspositori lebih tinggi daripada yang menggunakan pembelajaran matematika realistik. 7) Untuk siswa pada kelas pembelajaran matematika realistik, kemampuan penalaran dan representasi matematika yang diberi teknik penilaian kelas SGTQ lebih tinggi daripada yang diberi teknik penilaian kelas AC. 8) Untuk siswa pada kelas pembelajaran ekspositori, kemampuan penalaran matematika yang diberi teknik penilaian kelas AC lebih tinggi daripada yang diberi teknik penilaian kelas SGTQ. 9) Untuk siswa pada kelas pembelajaran ekspositori, kemampuan representasi matematika yang diberi teknik penilaian kelas AC lebih rendah daripada yang diberi teknik penilaian kelas SGTQ. Hasil penelitian ini menunjukan bahwa pendekatan pembelajaran matematika realistik dan teknik penilaian kelas dapat meningkatkan kemampuan penalaran dan representasi matematika siswa sehingga dapat diimplementasikan sebagai alternatif metode dalam kegiatan pembelajaran matematika oleh para pendidik. **********   The purpose of this study was to determine the effect of learning approach and classroom assessment techniques on students' mathematical reasoning and representation abilities. This research is an quasi experimental study conducted at the Madrasah Tsanawiyah Negeri (MTsN) Cening and Madrasah Tsanawiyah Negeri (MTsN) Pandeglang 2 Labuan, Pandeglang. The conclusions can be drawn are: 1) The ability of students’ mathematical reasoning who are taught with a realistic mathematics learning approach is higher than students who are taught with an expository learning approach. 2) The students’ mathematical representation ability who are taught with realistic mathematics learning approach is lower than students who are taught with an expository learning approach. 3) Students’ mathematical reasoning and representation abilities who are given SGTQ classroom assessment techniques is higher than students who are given AC classroom assessment techniques. 4) There is an interaction effect between the learning approach and classroom assessment techniques on students' mathematical reasoning and representation abilities. 5) For students who are given SGTQ classroom assessment techniques, students' mathematical reasoning and representation abilities taught through a realistic mathematics learning approach are higher than students who are taught with an expository learning approach. 6) For students who are given AC classroom assessment techniques, students' mathematical reasoning and representation abilities taught through expository learning approach are higher than students taught through realistic mathematics learning approach. 7) For students who are taught with a realistic mathematics learning approach, the mathematical reasoning and representation abilities of students who are given SGTQ classroom assessment techniques is higher than students who are given AC classroom assessment techniques. 8) For students who are taught with expository learning approaches, the mathematical reasoning ability of students who are given AC classroom assessment techniques is higher than students who are given SGTQ classroom assessment techniques. 9) For students who are taught with expository learning approach, the mathematical representation ability of students who are given AC classroom assessment techniques is lower than students who are given SGTQ classroom assessment techniques.This research show that using realistics learning approach and classroom assessment techniques can improve students' mathematical reasoning and representation abilities and can be implemented by teachers as an alternative methods in teaching mathematics.

Item Type:	Thesis (Doktor)
Additional Information:	1. Prof. Dr. Suyono, M.Si. ; 2. Dr. Yuliatri Sastrawijaya, M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan
Divisions:	PASCASARJANA > S3 Penelitian Dan Evaluasi Pendidikan
Depositing User:	Users 1692 not found.
Date Deposited:	07 May 2020 15:03
Last Modified:	07 May 2020 15:03
URI:	http://repository.unj.ac.id/id/eprint/7561

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