PENGARUH PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN REASONING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI MOTIVASI BERPRESTASI SISWA KELAS X MA. MU’ALLIMIN NW PANCOR LOMBOK TIMUR
Abstract
Tujuan penelitian adalah untuk mengetahui pengaruh penerapan model pembelajaran problem solving dan reasoning terhadapprestasibelajarmatematikaditinjaudarimotivasiberprestasi. Populasi dalam penelitian ini adalah seluruh siswa kelas X MA. Mu’allimin NW Pancor Lombok Timur, dengan sampel sebanyak 68 siswa yang ditentukan dengan menggunakan random sampling. Jenis penelitian ini adalah penelitian eksperimen semu (quasi eksperiment) dengan rancangan faktorial 2 × 2. Data dikumpulkan dengan menggunakan angket motivasi berprestasi dan tes essay untuk prestasi belajar matematika.Analisis data menggunakan analisis varians dua jalur dan uji Tukey. Hasil penelitian menunjukan bahwa: 1) prestasi belajar matematika siswa yang mengikuti pembelajarandengan model pembelajaran problem solving dan reasoning lebih tinggi daripada siswa yang mengikuti pembelajaran konvensional denganstrategipemecahanmasalah(FA = 55,89);2) Bagi siswa yang memilikimotivasiberprestasitinggi, prestasi belajar matematika siswa yang mengikuti model pembelajaran problem solving dan reasoning lebih tinggi daripada siswa yang mengikuti pembelajaran konvensional denganstrategipemecahanmasalah(Qhitung = 9,221 dan Qtabel 5%= 4,08, Qhitung > Qtabel); 3) Bagi siswa yang memilikimotivasiberprestasirendah, prestasi belajar matematika siswa yang mengikuti model pembelajaran problem solving dan reasoning lebih tinggi daripada siswa yang mengikuti model pembelajarankonvensionaldenganstrategipemecahanmasalah (Q Hitung = 5,728 dan Qtabel 5%= 4,08, Qhitung > Qtabel); 4) tidakterdapat interaksi yang signifikan antara model pembelajaran dan motivasi berprestasi siswa terhadap prestasi belajar matematika (FAB = 3,051, p < 0,05).
Kata Kunci : Problem Solving dan Reasoning, Prestasi belajar matematika, motivasi berprestasi
This research aimed at finding out the effect of the problem solving and reasoning teaching modelson students learning achievement in mathematics viewed from achievement motivation. The population in this study was the tenth gradeMA.Mu’allimin NW Pancor Lombok Timur, with a sample of 64 students, which was determined by using a random sampling technique. This research was quasi experimental with factorial plan 2 x 2. The data were collected by using questionnaire of achievement motivation and essay test for the mathematics learning achievement.The data analysis used was two ways there are analysis of variant and Tuckey test. The result of the research showed that: 1) students mathematics learning motivation who were treated by using problem solving and reasoning was higher than using conventional teaching model (FA = 55.89, p < 0.05 ); 2)for which students who had high achievement motivation, students Mathematics learning achievement who were treated by using problem solving and reasoning was higher than using conventional teaching model (Qhit = 9.221 and Qtab 5%=4.08, Qhit> Qtab).; 3) for which students who had low achievement motivation, students learning achievement of Mathematics who were treated by using problem solving and reasoning teaching model was higher than using conventional teaching model (Qhit = 5.728 and Qtab 5%=4.08, Qhit> Qtab);4) there wasn’tsignificant effect of interaction between teaching model and students achievement motivation on mathematics learning achievement (FAB = 3.051, p< 0.05).
keyword : achievement motivation, Mathematics learning motivation, problem solving and reasoning
Kata Kunci : Problem Solving dan Reasoning, Prestasi belajar matematika, motivasi berprestasi
This research aimed at finding out the effect of the problem solving and reasoning teaching modelson students learning achievement in mathematics viewed from achievement motivation. The population in this study was the tenth gradeMA.Mu’allimin NW Pancor Lombok Timur, with a sample of 64 students, which was determined by using a random sampling technique. This research was quasi experimental with factorial plan 2 x 2. The data were collected by using questionnaire of achievement motivation and essay test for the mathematics learning achievement.The data analysis used was two ways there are analysis of variant and Tuckey test. The result of the research showed that: 1) students mathematics learning motivation who were treated by using problem solving and reasoning was higher than using conventional teaching model (FA = 55.89, p < 0.05 ); 2)for which students who had high achievement motivation, students Mathematics learning achievement who were treated by using problem solving and reasoning was higher than using conventional teaching model (Qhit = 9.221 and Qtab 5%=4.08, Qhit> Qtab).; 3) for which students who had low achievement motivation, students learning achievement of Mathematics who were treated by using problem solving and reasoning teaching model was higher than using conventional teaching model (Qhit = 5.728 and Qtab 5%=4.08, Qhit> Qtab);4) there wasn’tsignificant effect of interaction between teaching model and students achievement motivation on mathematics learning achievement (FAB = 3.051, p< 0.05).
keyword : achievement motivation, Mathematics learning motivation, problem solving and reasoning
DOI: https://doi.org/10.23887/jppm.v4i1.1649
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