Pengaruh Pembelajaran Berdiferensiasi Produk terhadap Kemampuan Penalaran Matematis dan Metakognisi Siswa SMP Kelas VIII

Nahdia Maulani Fansuri, . (2026) Pengaruh Pembelajaran Berdiferensiasi Produk terhadap Kemampuan Penalaran Matematis dan Metakognisi Siswa SMP Kelas VIII. Sarjana thesis, Universitas Negeri Jakarta.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pembelajaran berdiferensiasi produk terhadap kemampuan penalaran matematis dan metakognisi siswa. Metode penelitian yang digunakan adalah eksperimen semu dengan desain posttest only control group dan teknik pengambilan sampel cluster random sampling untuk menentukan kelas eksperimen dan kelas kontrol setelah dilakukan uji prasyarat normalitas, homogenitas, dan kesamaan rata-rata. Instrumen pengumpulan data terdiri dari empat butir soal uraian untuk mengukur kemampuan penalaran matematis siswa pada, serta 21 butir pernyataan untuk mengukur kemampuan metakognisi siswa, masing-masing telah memenuhi kriteria validitas dan reliabilitas serta diterapkan pada materi bangun ruang. Hasil pengujian hipotesis dengan menggunakan uji Mann-Whitney U pada taraf signifikansi 5% menunjukkan bahwa nilai |Z_hitung |>Z_tabel yaitu 2,506 > 1,645, sehingga data menunjukkan rata-rata kemampuan penalaran matematis siswa kelas eksperimen lebih tinggi dari kelas kontrol. Sementara untuk kemampuan metakognisi, nilai |Z_hitung |>Z_tabel yaitu 2,457 > 1,645, sehingga rata-rata kemampuan metakognisi siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Hasil perhitungan uji besar pengaruh Cliff’s Delta menghasilkan nilai 0,370 untuk penalaran matematis dan 0,363 untuk metakognisi, keduanya termasuk kategori sedang. Dengan demikian, penerapan pembelajaran berdiferensiasi produk berpengaruh terhadap kemampuan penalaran matematis dan metakognisi siswa kelas VIII di SMP Islam Al-Azhar 12 Rawamangun. ***** This study aimed to determine the effect of implementing product-differentiated learning on students' mathematical reasoning and metacognitive abilities. The research employed a quasi-experimental method using a posttest-only control group design. Cluster random sampling was applied to determine the experimental and control classes after conducting prerequisite tests of normality, homogeneity, and equality of means. The research instruments consisted of four essay questions to measure students' mathematical reasoning ability and 21 questionnaire statements to assess students' metacognitive ability. All instruments met the validity and reliability requirements and were administered on the topic of three-dimensional geometry. The hypothesis testing using the Mann–Whitney U test at a 5% significance level showed that the absolute calculated Z value exceeded the critical Z value (|−2.506|=2.506 > 1.645), indicating that the mean mathematical reasoning ability of students in the experimental class was higher than that of the control class. Likewise, for metacognitive ability, the absolute calculated Z value exceeded the critical Z value (|−2.457|=2.457 > 1.645), indicating that the mean metacognitive ability of students in the experimental class was higher than that of the control class. Furthermore, the Cliff's Delta effect size analysis yielded values of 0.370 for mathematical reasoning and 0.363 for metacognitive ability, both of which were categorized as medium effect sizes. Therefore, it can be concluded that the implementation of product-differentiated learning had a significant effect on the mathematical reasoning and metacognitive abilities of eighth-grade students at SMP Islam Al-Azhar 12 Rawamangun.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Tian Abdul Azis, Ph.D; 2). Leny Dhianti Haeruman, M.Pd.
Subjects:	Sains > Matematika
Divisions:	FMIPA > S1 Pendidikan Matematika
Depositing User:	Users 36936 not found.
Date Deposited:	20 Aug 2026 06:39
Last Modified:	20 Aug 2026 06:39
URI:	http://repository.unj.ac.id/id/eprint/72210

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