PENGARUH DISCOVERY LEARNING DALAM PEMBELAJARAN MATEMATIKA TERHADAP COMPUTATIONAL THINKING DITINJAU DARI SELF-REGULATED LEARNING (SRL) PADA SISWA

LENSI HARIYANI, . (2024) PENGARUH DISCOVERY LEARNING DALAM PEMBELAJARAN MATEMATIKA TERHADAP COMPUTATIONAL THINKING DITINJAU DARI SELF-REGULATED LEARNING (SRL) PADA SISWA. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh discovery learning dalam pembelajaran matematika terhadap computational thinking ditinjau dari self-regulated learning pada siswa. Penelitian ini menggunakan pendekatan kuantitatif metode eksperimen dengan desain Postest-Only Control Group Design. Teknik pengambilan sampel pada penelitian ini menggunkaan cluster random sampling. Sampel yang didapatkan siswa kelas VB sebagai kelas eksperimen dan siswa kelas VC sebagai kelas kontrol. Topik pada penelitian ini yaitu matapelajaran matematika materi volume. Pengambilan data melalui tes dan dianalisis menggunakan ANOVA dua jalan dengan desain treatment by level 2 x 2. Instrumen yang digunakan dalam penelitian ini menggunakan soal tes computational thinking dan angket self regulated learning. Hasil penelitian menunjukkan; (1) computational thinking siswa yang belajar dengan pembelajaran discovery learning berbeda dengan computational thinking siswa yang belajar dengan pendekatan saintifik, (2) terdapat interaksi antara model pembelajaran discovery learning dan self regulated learning terhadap computational thinking, (3) siswa yang memiliki self regulated learning tinggi maka computational thinking matematikanya juga lebih tinggi dengan pembelajaran discovery learning daripada siswa yang belajar dengan pendekatan saintifik, (4) tidak ada perbedaan siswa yang belajar dengan pendekatan saintifik dan siswa yang belajar dengan discovery learning bagi siswa yang memiliki self regulated learning rendah dan hasil belajar computational thinking matematika. Maka siswa yang menggunakan pembelajaran discovery learning dan self regulated learning tinggi memiliki hasil belajar dengan computational thinking yang lebih baik. ***** This study aims to determine the effect of discovery learning in mathematics learning on computational thinking in terms of self-regulated learning in students. This research uses a quantitative approach experimental method with Postest-Only Control Group Design. The sampling technique in this study used cluster random sampling. The samples obtained were VB class students as the experimental class and VC class students as the control class. The topic in this study is volume mathematics material. Data collection through tests and analyzed using two-way ANOVA with treatment by level 2 x 2 design. The instruments used in this study used computational thinking test questions and self-regulated learning questionnaire. The results showed; (1) computational thinking of students who learn with discovery learning is different from computational thinking of students who learn with a scientific approach, (2) there is an interaction between the learning model of discovery learning and self-regulated learning on computational thinking, (3) students who have high self-regulated learning then computational thinking mathematics is also higher with discovery learning than students who learn with a scientific approach, (4) there is no difference between students who learn with a scientific approach and students who learn with discovery learning for students who have low self-regulated learning and computational thinking mathematics learning outcomes. So students who use discovery learning and high self regulated learning have better learning outcomes with computational thinking.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Yurniwati, M.Pd.; 2). Ade Dwi utami, Ph.D.
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	Users 23021 not found.
Date Deposited:	28 Jul 2024 23:38
Last Modified:	28 Jul 2024 23:38
URI:	http://repository.unj.ac.id/id/eprint/46975

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