PENGARUH MODEL PEMBELAJARAN REALISTIK SETTING KOOPERATIF DAN GAYA KOGNITIF TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS IX SMP NEGERI 1 BEBANDEM

Abstract

ABSTRAK


Sri Andayani, Ni Putu. (2016). Pengaruh Model Pembelajaran Realistik Setting Kooperatif dan Gaya Kognitif Terhadap Prestasi Belajar Matematika Siswa Kelas IX SMP Negeri 1 Bebandem. Tesis, Teknologi Pembelajaran, Program Pascasarjana, Universitas Pendidikan Ganesha.

Tesis ini sudah disetujui dan diperiksa oleh Pembimbing I: Prof. Dr. I Wayan Santyasa, M.Si dan Pembimbing II: Dr. Ni Nyoman Parwati, M.Pd.

Kata kunci: model pembelajaran realistik setting kooperatif, gaya kognitif, prestasi belajar matematika.

Penelitian ini bertujuan menjelaskan pengaruh model pembelajaran realistik setting kooperatif dan gaya kognitif terhadap prestasi belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) menggunakan rancangan pretest-posttest non-equivalent control group design. Populasi penelitian ini adalah delapan kelas dari siswa kelas IX Semester Pertama SMP Negeri 1 Bebandem Tahun Pelajaran 2016/2017. Sampel yang digunakan dalam penelitian ini sebanyak 228 orang siswa yang diambil dengan teknik random. Data dalam penelitian ini dikumpulkan menggunakan tes gaya kognitif dan tes prestasi belajar Matematika. Data dianalisis dengan menggunakan analisis kovarian (ANAKOVA) dua jalan. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan prestasi belajar Matematika antara siswa yang belajar dengan model pembelajaran realistik setting kooperatif dengan siswa yang belajar dengan model pembelajaran konvensional, setelah perlakuan dikontrol dengan kovariabel prestasi belajar Matematika awal. Nilai rata-rata prestasi belajar Matematika siswa yang belajar dengan model pembelajaran realistik setting kooperatif lebih tinggi dibandingkan dengan siswa yang belajar dengan model pembelajaran konvensional; (2) terdapat perbedaan pestasi belajar matematika antara siswa yang memiliki gaya kognitif field independent dengan siswa yang memiliki gaya kognitif field dependent, setelah perlakuan dikontrol dengan kovariabel prestasi belajar Matematika awal. Nilai rata-rata prestasi belajar Matematika siswa yang memiliki gaya kognitif field independent lebih tinggi dibandingkan dengan siswa yang memiliki gaya kognitif field dependent; dan (3) terdapat pengaruh interkatif antar model pembelajaran (model pembelajaran realistik setting kooperatif dan model pembelajaran konvensional) dengan gaya kognitif (gaya kognitif field independent dan gaya kognitif field dependent) terhadap prestasi belajar Matematika, setelah perlakuan dikontrol dengan kovariabel prestasi belajar Matematika awal.

Kata Kunci : model pembelajaran realistik setting kooperatif, gaya kognitif, prestasi belajar matematika

ABSTRACT


Sri Andayani, Ni Putu. (2016). The Effect of Realistic Learning Cooperative Setting Model and Cognitive Style upon Students’ Achievment on Mathematics of the Ninth Grade Students of SMP Negeri 1 Bebandem. Thesis, Instructional Technology. Postgraduate Program, Ganesha University of Education, Singaraja.

This thesis has been corrected and approved by the Supervisor I: Prof. Dr. I Wayan Santyasa, M.Si and Supervisor II: Dr. Ni Nyoman Parwati, M.Pd.

Keywords: realistic learning cooperative setting model, cognitive style, students’ achievment on Mathematics.

This research aimed at describing the effect of realistic learning cooperative setting model and cognitive style upon students’ achievment on mathematics. This is a quasi-experimental research with non-equivalent pretest-posttest control group designed. The population in this study were eight classes of grade nine at the first semester of SMP Negeri 1 Bebandem in the academic year of 2016/2017. The selection of the sample for this study were based on random technique, 228 students were selected as the sample. The data of cognitive style and students’ achievment on mathematics were collected by test. The data obtained then were analyzed by using two ways Ancova. The results of this study were: (1) there was a significant difference of realistic learning cooperative setting model and conventional model upon students’ achievment on mathematics, after treatment was controlled by pre-students’ achievment on mathematics as covariable. Students who learned with realistic learning cooperative setting model got higher achievment on mathematics than students who learned with conventional model; (2) there was a difference of the students’ achievment on mathematics between students with field independent cognitive style and the students with field dependent cognitive style, after treatment was controlled by pre-students’ achievment on mathematics as covariable. The students’achievment on mathematics of students who had field independent cognitive style was higher than the students who had field dependent cognitive style; and (3) there was an interactive effect between learning model (realistic learning cooperative setting model and conventional model) and cognitive style (field independent and field dependent) upon students’ achievment on mathematics, after treatment was controlled by pre-students’ achievment on mathematics as covariable.

keyword : realistic learning cooperative setting model, cognitive style, students’ achievment on Mathematics