PENGARUH PENDEKATAN ACCELERATED LEARNING TERHADAP PEMAHAMAN KONSEP MATEMATIKA DITINJAU DARI MOTIVASI BERPRESTASI
Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan accelerated learning terhadap pemahaman konsep matematika siswa ditinjau dari motivasi berprestasi. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan faktorial 2 2 yang dilaksanakan di SMP Negeri 2 Gianyar dengan melibatkan sampel sebanyak 64 siswa. Pemilihan sampel dilakukan dengan teknik random sampling. Data motivasi berprestasi diperoleh melalui angket motivasi berprestasi dan data pemahaman konsep matematika siswa diperoleh melalui tes pemahaman konsep matematika. Data yang telah terkumpul, dianalisis menggunakan ANAVA dua jalur, dilanjutkan dengan uji Tukey. Hasil penelitian ini adalah: (1) pemahaman konsep matematika siswa yang mengikuti pendekatan accelerated learning lebih baik dari pemahaman konsep matematika siswa yang mengikuti pembelajaran konvensional (Qhit = 2.94, Qtabel = 2.83); (2) terdapat interaksi antara pendekatan pembelajaran dan motivasi berprestasi terhadap pemahaman konsep matematika siswa (F hit = 25.060, α = 0.05), pada siswa yang memiliki motivasi berprestasi yang tinggi, pemahaman konsep matematika siswa yang mengikuti pembelajaran dengan pendekatan accelerated learning lebih baik daripada pemahaman konsep matematika siswa yang mengikuti pembelajaran konvensional (Qhit = 7.08, Qtabel = 2.83) sedangkan pada siswa yang memiliki motivasi berprestasi yang redah, pemahaman konsep matematika siswa yang mengikuti pembelajaran konvensional lebih baik daripada pemahaman konsep matematika siswa yang mengikuti pendekatan accelerated learning (Qhit = 2.93, Qtabel = 2.83).
Kata Kunci : Pendekatan accelerated learning, pemahaman konsep matematika dan motivasi berprestasi
The purpose of this research was to knew the effect of accelerated learning approach towards the comprehension of mathematical concepts in terms of achievement motivation. This research was quasi experimental with experimental group 2 × 2 factorial design research conducted at SMP Negeri 2 Gianyar and involved a sample of 64 students. Selection of classes conducted by simple random sampling technique. Data of achievement motivation is obtained by achievement motivation questionnaire and data of student’s comprehension of mathematical concepts is obtained through comprehension of mathematical concepts test. The collected data were analyzed by using two-way ANAVA technique, followed by Tukey's test. The results showed that: (1) the student’s comprehension of mathematical concepts who joined learning process using accelerated learning approach was better than the student’s comprehension of mathematical concepts who joined learning process using conventional learning (Qhit = 2.94, Qtabel = 2.83); (2) there was an interaction between learning approach and achievement motivation on student’s comprehension of mathematical concepts (F hit = 25.060, α = 0.05), the student who had high achievement motivation, their comprehension of mathematical concepts which was attained through accelerated learning approach was better than that attained through conventional learning (Qhit = 7.08, Qtabel = 2.83) but the student who had low achievement motivation, their comprehension of mathematical concepts which was attained through conventional learning was better than that attained through accelerated learning approach (Qhit = 2.93, Qtabel = 2.83).
keyword : accelerated learning approach, comprehension of mathematical concepts, achievement motivation.
Kata Kunci : Pendekatan accelerated learning, pemahaman konsep matematika dan motivasi berprestasi
The purpose of this research was to knew the effect of accelerated learning approach towards the comprehension of mathematical concepts in terms of achievement motivation. This research was quasi experimental with experimental group 2 × 2 factorial design research conducted at SMP Negeri 2 Gianyar and involved a sample of 64 students. Selection of classes conducted by simple random sampling technique. Data of achievement motivation is obtained by achievement motivation questionnaire and data of student’s comprehension of mathematical concepts is obtained through comprehension of mathematical concepts test. The collected data were analyzed by using two-way ANAVA technique, followed by Tukey's test. The results showed that: (1) the student’s comprehension of mathematical concepts who joined learning process using accelerated learning approach was better than the student’s comprehension of mathematical concepts who joined learning process using conventional learning (Qhit = 2.94, Qtabel = 2.83); (2) there was an interaction between learning approach and achievement motivation on student’s comprehension of mathematical concepts (F hit = 25.060, α = 0.05), the student who had high achievement motivation, their comprehension of mathematical concepts which was attained through accelerated learning approach was better than that attained through conventional learning (Qhit = 7.08, Qtabel = 2.83) but the student who had low achievement motivation, their comprehension of mathematical concepts which was attained through conventional learning was better than that attained through accelerated learning approach (Qhit = 2.93, Qtabel = 2.83).
keyword : accelerated learning approach, comprehension of mathematical concepts, achievement motivation.
DOI: https://doi.org/10.23887/jppm.v4i1.1832
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