PENGARUH PENDEKATAN MATEMATIKA REALISTIK DAN ASESMEN KINERJA TERHADAP PRESTASI BELAJAR MATEMATIKA
Abstract
Penelitian eksperimen ini bertujuan untuk mengetahui pengaruh pendekatan pembelajaran matematika realistik dan bentuk asesmen terhadap prestasi belajar matematika siswa kelas XI SMA Negeri 1 Kediri. Sampel dalam penelitian ini dipilih dengan teknik random sampling. Data hasil belajar matematika dikumpulkan dengan tes pilihan ganda.Data yang diperoleh dianalisis dengan ANAVA AB dan dilanjutkan dengan uji t-Sceffe. Hasil penelitiannya adalah : (1) ada perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan pendekatan matematika realistik dan siswa yang mengikuti pembelajaran dengan pendekatan konvensional, (2) ada perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan asesmen formatif bentuk kinerja dan siswa yang mengikuti pembelajaran dengan asesmen formatif bentuk uraian, (3) ada interaksi yang signifikan antara pendekatan pembelajaran matematika dan bentuk asesmen formatif, (4) untuk siswa yang diases dengan asesmen kinerja, ada perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan pendekatan matematika realistik dan siswa yang mengikuti pembelajaran dengan pendekatan konvensional, (5) untuk siswa yang diases dengan asesmen konvensional, ada perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan pendekatan matematika realistik dan siswa yang mengikuti pembelajaran dengan pendekatan konvensional, (6) untuk siswa yang diajar dengan pendekatan matematika realistik, ada perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan asesmen formatif bentuk kinerja dan siswa yang mengikuti pembelajaran dengan asesmen formatif bentuk uraian, dan (7) untuk siswa yang diajar dengan pendekatan konvensional, ada perbedaan prestasi belajar matematika antara siswa yang mengikuti pembelajaran dengan asesmen formatif bentuk kinerja dan siswa yang mengikuti pembelajaran dengan asesmen formatif bentuk uraian.
Kata Kunci : asesmen kinerja, pendekatan matematika realistik, prestasi belajar
This experimental research aims at knowing the effect of realistic mathematics approach and performance assessment on mathematic learning achievement of eleventh grade students of Senior High School 1 Kediri. The sample of the research was selected by using random sampling. Data of students’ mathematics learning achievement were collected by using multiple choice test. The collected data were analyzed by using two way ANOVA and t-Sceffe test. This research discovers: (1) there is a significant difference in mathematics learning achievement between the students taught by using realistic mathematic approach and those taught by using conventional approach, (2) there is a significant difference in mathematic learning achivement between the students assessed by using performance assessment and those assessed by using formative essay test, (3) there is an interaction between mathematic learning approach and assessment type on students’ learning achievement, (4) for the students assessed by using performance assessment, there is a significant difference in mathematics learning achievement between the students taught by using realistic mathematic approach and those taught by using conventional approach, (5) for the students assessed by using formative essay test, there is a significant difference in mathematics learning achievement between the students taught by using realistic mathematic approach and those taught by using conventional approach, (6) for the students taught by using mathematic realistic approach, there is a significant difference in mathematic learning achivement between the students assessed by using performance assessment and those assessed by using formative essay test, and (7) for the students taught by using mathematic realistic approach, there is a significant difference in mathematic learning achivement between the students assessed by using performance assessment and those assessed by using formative essay test.
keyword : performance assessment, mathematic realistics approach, mathematic learning achievement
Kata Kunci : asesmen kinerja, pendekatan matematika realistik, prestasi belajar
This experimental research aims at knowing the effect of realistic mathematics approach and performance assessment on mathematic learning achievement of eleventh grade students of Senior High School 1 Kediri. The sample of the research was selected by using random sampling. Data of students’ mathematics learning achievement were collected by using multiple choice test. The collected data were analyzed by using two way ANOVA and t-Sceffe test. This research discovers: (1) there is a significant difference in mathematics learning achievement between the students taught by using realistic mathematic approach and those taught by using conventional approach, (2) there is a significant difference in mathematic learning achivement between the students assessed by using performance assessment and those assessed by using formative essay test, (3) there is an interaction between mathematic learning approach and assessment type on students’ learning achievement, (4) for the students assessed by using performance assessment, there is a significant difference in mathematics learning achievement between the students taught by using realistic mathematic approach and those taught by using conventional approach, (5) for the students assessed by using formative essay test, there is a significant difference in mathematics learning achievement between the students taught by using realistic mathematic approach and those taught by using conventional approach, (6) for the students taught by using mathematic realistic approach, there is a significant difference in mathematic learning achivement between the students assessed by using performance assessment and those assessed by using formative essay test, and (7) for the students taught by using mathematic realistic approach, there is a significant difference in mathematic learning achivement between the students assessed by using performance assessment and those assessed by using formative essay test.
keyword : performance assessment, mathematic realistics approach, mathematic learning achievement
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PDFDOI: https://doi.org/10.23887/japi.v6i1.1608
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Universitas Pendidikan Ganesha
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