PENGARUH PENERAPAN MODEL PEMBELAJARAN MATEMATIKA KNISLEY BERORIENTASI BRAINSTORMING TERHADAP KOMPETENSI STRATEGIS DAN DISPOSISI MATEMATIKA SISWA
Abstract
Penelitian ini bertujuan untuk mengetahui : (1) apakah kompetensi strategis siswa yang dibelajarkan dengan model pembelajaran matematika Knisley berorientasi Brainstorming lebih baik dibandingkan kompetensi strategis siswa yang dibelajarkan dengan model pembelajaran konvensional, (2) apakah disposisi matematika siswa yang dibelajarkan dengan model pembelajaran matematika Knisley berorientasi Brainstorming lebih baik dibandingkan disposisi matematika siswa yang dibelajarkan dengan model pembelajaran konvensional, (3) apakah terdapat perbedaan antara kompetensi strategis dan disposisi matematika siswa secara simultan pada siswa yang dibelajarkan dengan model pembelajaran matematika Knisley berorientasi Brainstorming dan pembelajaran konvensional. Penelitian ini merupakan penelitian quasi experiment dengan menggunakan rancangan Posttest Only Control Group Desain. Dengan memperhatikan kesetaraan kemampuan kelas, sampel diambil dengan menggunakan metode two stages cluster sampling. Data dalam penelitian ini dikumpulkan dengan menggunakan angket untuk variable disposisi matematika dan tes dalam bentuk essay untuk variable kompetensi strategis matematika. Data yang diperoleh dianalisis menggunakan uji-t untuk hipotesis 1 dan hipotesis 2, sedangkan hipotesis 3 menggunakan MANOVA. Berdasarkan hasil analisis data menunjukkan bahwa untuk masing-masing kelompok kelas : (1) kompetensi strategis siswa yang dibelajarkan dengan model pembelajaran matematika Knisley berorientasi Brainstorming lebih baik dibandingkan kompetensi strategis siswa yang dibelajarkan dengan model pembelajaran konvensional, (2) disposisi matematika siswa yang dibelajarkan dengan model pembelajaran matematika Knisley berorientasi Brainstorming lebih baik dibandingkan disposisi matematika siswa yang dibelajarkan dengan model pembelajaran konvensional, (3) terdapat perbedaan antara kompetensi strategis dan disposisi matematika siswa secara simultan pada siswa yang dibelajarkan dengan model pembelajaran matematika Knisley berorientasi Brainstorming dan pembelajaran konvensional.
Kata Kunci : Knisley, Brainstorming, Kompetensi Strategis, Disposisi Matematika
This study was aimed to : (1) investigate whether the effect of students’ strategic competency was better between who were taught through Kinsley Mathematical Learning Model with Brainstorming orientation and conventional learning model, (2) investigate whether the effect of students’ mathematical disposition was better between who were taught through Knisley Mathematical Learning Model with Brainstorming orientation and conventional learning model, (3) investigate whether there were differences of students’ strategic competency and mathematical disposition between who were taught through Knisley Mathematical Learning Model with Brainstorming orientation and conventional learning model. This study was quasi experimental by using Posttest Only Control Group Design. By concerning on the homogeneity of classes, sample was taken through two stages cluster sampling method. The data were collected by using questionnaire for mathematical disposition variable and essay for strategic competency variable. The collected data were analyzed by T-Test for hypothesis 1 and 2, while hypothesis 3 used MANOVA. Based on data analysis showed that: (1) students’ strategic competency who were taught through Knisley Mathematical Learning Model with Brainstorming orientation was better than who were taught through conventional learning model, (2) students’ mathematical disposition who were taught through Knisley Mathematical Learning Model with Brainstorming was better than who were taught through conventional learning model, (3) there were differences simultaneously of students’ strategic competency and mathematical disposition between who were taught through Knisley Mathematical Learning Model with Brainstorming orientation and conventional learning model.
keyword : Knisley, Brainstorming, Strategic Competency and Mathematical Disposition
Kata Kunci : Knisley, Brainstorming, Kompetensi Strategis, Disposisi Matematika
This study was aimed to : (1) investigate whether the effect of students’ strategic competency was better between who were taught through Kinsley Mathematical Learning Model with Brainstorming orientation and conventional learning model, (2) investigate whether the effect of students’ mathematical disposition was better between who were taught through Knisley Mathematical Learning Model with Brainstorming orientation and conventional learning model, (3) investigate whether there were differences of students’ strategic competency and mathematical disposition between who were taught through Knisley Mathematical Learning Model with Brainstorming orientation and conventional learning model. This study was quasi experimental by using Posttest Only Control Group Design. By concerning on the homogeneity of classes, sample was taken through two stages cluster sampling method. The data were collected by using questionnaire for mathematical disposition variable and essay for strategic competency variable. The collected data were analyzed by T-Test for hypothesis 1 and 2, while hypothesis 3 used MANOVA. Based on data analysis showed that: (1) students’ strategic competency who were taught through Knisley Mathematical Learning Model with Brainstorming orientation was better than who were taught through conventional learning model, (2) students’ mathematical disposition who were taught through Knisley Mathematical Learning Model with Brainstorming was better than who were taught through conventional learning model, (3) there were differences simultaneously of students’ strategic competency and mathematical disposition between who were taught through Knisley Mathematical Learning Model with Brainstorming orientation and conventional learning model.
keyword : Knisley, Brainstorming, Strategic Competency and Mathematical Disposition
DOI: https://doi.org/10.23887/jppm.v4i1.1835
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