Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy

Imaludin Agus

doi:10.21831/jrpm.v6i2.14517

Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy

Imaludin Agus, Institut Agama Islam Negeri Kendari, Indonesia

10.21831/jrpm.v6i2.14517

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perbedaan keefektifan guided discovery meggunakan pendekatan kontekstual dan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy matematika siswa SMP. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri di Kontukowun, kabupaten Muna dan kelas VIII-1 dan Kelas VIII-2 dipilih secara acak sebagai sampel. Untuk mengetahui keefektifan guided discovery menggunakan pendekatan kontekstual dan konvensional menggunakan uji one sample t-test, sedangkan untuk perbedaan keefektifan metode pembelajaran menggunakan uji two group manova. Jika terdapat perbedaan maka dilanjutkan dengan uji perbandingan menggunakan independent sample t-test. Hasilnya menunjukkan bahwa guided discovery menggunakan pendekatan kontekstual efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; metode konvensional tidak efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; dan guided discovery menggunakan pendekatan kontekstual lebih efektif dibandingkan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy.

The effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, achievement, and self-efficacy

Abstract

The aim of the study aims to describe the effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, learning achievement and self-efficacy in the mathematics of junior high school students. The study was quasi-experiment with pretest-posttest nonequivalent group design method. The population in this research was all 8th-grade students from one public junior high school in Kontukowuna, Muna Regency, Indonesia and class VIII-1 and VIII-2 were randomly selected as a sample. One sample t-test was used to determine the effectiveness of the guided discovery using the contextual approach and the conventional method. Whereas, two groups of Manova was used to know the difference between the learning methods. Then, if the result showed there is a significant difference between the two classes, the independent sample t-test was administered. Result of the study indicates that the guided discovery using the contextual approach is effective in terms of critical thinking ability, learning achievement, and self-efficacy; the conventional method is not effective in terms of critical thinking ability, learning achievement, and self-efficacy; and the guided discovery using contextual approach is more effective than conventional in terms of critical thinking ability, learning achievement, and self-efficacy.

Keywords

Guided discovery; pendekatan kontekstual; berpikir kritis; prestasi; self-efficacy; contextual approach; critical thinking; achievement

Full Text:

Fulltext PDF

References

Abdurahim, A. (2016). Keefektifan model pembelajaran resik ditinjau dari sikap, motivasi, dan kemampuan berpikir kritis matematis siswa SMP. Jurnal Riset Pendidikan Matematika, 3(2), 137–149. https://doi.org/10.21831/JRPM.V3I2.7994

Badan Standar Nasional Pendidikan. (2015). Laporan hasil ujian nasional tahun pelajaran 2014/2015 (Vol. 234).

Badan Standar Nasional Pendidikan. (2016). Laporan hasil ujian nasional tahun pelajaran 2015/2016.

Chukwuyenum, A. N. (2013). Impact of critical thinking on performance in mathematics among senior secondary school students in Lagos state. IOSR Journal of Research & Method in Education (IOSRJRME), 3(5), 18–25. https://doi.org/10.9790/7388-0351825

Crowford, M. R. (2001). Teaching contextually: Research, rational and techniques for improving student motivation and achievement in mathematics and science. CORD.

Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2005). The act of teaching. McGraw-Hill Companies.

Curry, K., Wilson, E., Flowers, J., & Farin, C. (2012). Scientific basis vs. contextualized teaching and learning: The effect on the achievement of postsecondary students. Journal of Agricultural Education, 53(1), 57–66. https://doi.org/10.5032/jae.2012.01057

Fahim, M., & Masouleh, N. S. (2012). Critical thinking in higher education: A pedagogical look. Theory and Practice in Language Studies, 2(7). https://doi.org/10.4304/tpls.2.7.1370-1375

Fithriyyati, N., & Maryani, I. (2018). Science lesson plan evaluation for 7th grade secondary school: A learning process reflection. Psychology, Evaluation, and Technology in Educational Research, 1(1), 9–18. https://doi.org/10.33292/petier.v1i1.17

Ghozali, I. (2011). Aplikasi analisis multivariate dengan program IBM dan SPSS. In aplikasi analisis multivariate dengan program ibm spss 19. Badan Penerbit Universitas Diponegoro. https://doi.org/10.2307/1579941

Hosnan, M., & Sikumbang, R. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum 2013. Ghalia Indonesia.

Iman, N. (2018). Efektivitas gaya mencatat linear dan non-linear bersetting saintifik dalam pembelajaran matematika. JNPM (Jurnal Nasional Pendidikan Matematika), 2(2), 233–249. https://doi.org/10.33603/jnpm.v2i2.981

Imawan, O. R. (2015). Perbandingan antara keefektifan model guided discovery learning dan project-based learning pada matakuliah geometri. PYTHAGORAS: Jurnal Pendidikan Matematika, 10(2), 179. https://doi.org/10.21831/pg.v10i2.9156

Jhonson, E. B. (2014). Contextual teaching and learning menjadi kegiatan belajar-mengajar mengasikan dan bermakna (I. Setiawan (trans.)). Corwin Press.

Johnson, R. A., & Wichern, D. W. (2002). Applied multivariate statistical analysis. In Pearson Education International. Prentice Hall. https://doi.org/10.1198/tech.2005.s319

Komalasari, K. (2010). Pembelajaran kontekstual konsep dan aplikasi. Refika Aditama.

Kurniati, K., Kusumah, Y. S., Sabandar, J., & Herman, T. (2015). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education, 6(1), 53–62. https://doi.org/10.22342/jme.6.1.1901.53-62

Lau, J. Y. F. (2011). An introduction to critical thinking and creativity: Think more, think better. John Wiley & Sons.

Liu, X., & Koirala, H. (2009). The effect of mathematics self-efficacy on mathematics achievement of high school students. NERA Conference Proceedings 2009, 30. https://opencommons.uconn.edu/nera_2009/30

Mahmudi, A. (2009). Mengembangkan kemampuan berpikir siswa melalui pembelajaran matematika realistik. Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA, 349–354.

Marsigit, M., Rizkianto, I., & Murdiyani, N. M. (2015). Filsafat matematika dan praktis pendidikan matematika. UNY Press.

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 21 Tahun 2016 tentang Standar Isi Pendidikan Dasar dan Menengah, Pub. L. No. 64, Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia (2016).

Moore, K. D. (2014). Effective instructional strategies: From theory to practice. Sage Publications.

Muijs, D., & Reynolds, D. (2005). Effective teaching: Evidence and practice. SAGE Publications.

Muijs, D., Reynolds, D., Soetjipto, H. P., & Soetjipto, S. M. (2011). Effective teaching: Teori dan aplikasi. Pustaka Pelajar.

Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international result in mathematics. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBook.pdf

National Council of Teacher Mathematics. (2000). Prinsiples and standards for school mathematics. NCTM.

Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. Pearson/Allyn & Bacon.

Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124–139. https://doi.org/10.1006/ceps.1998.0991

Putri, R. I., & Santosa, R. H. (2015). Keefektifan strategi react ditinjau dari prestasi belajar, kemampuan penyelesaian masalah, koneksi matematis, self efficacy. Jurnal Riset Pendidikan Matematika, 2(2), 262. https://doi.org/10.21831/jrpm.v2i2.7345

Schneider, D. K. (2014). Educational (instructional) design models. http://bigbook.or.kr/bbs/data/file/bo02/1535291005_MQ8Nsgjn_Educational_28instructional29_design_models_Daniel_K._Schneider.pdf

Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.

Setiadi, H., Mahdiansyah, M., Rosnawati, R., Fahmi, F., & Afiani, E. (2012). Kemampuan matematika siswa SMP Indonesia menurut benchmark internasional TIMSS 2011 (R. Rahmawati (ed.)).

Siregar, N. C., & Marsigit, M. (2015). Pengaruh pendekatan discovery yang menekankan aspek analogi terhadap prestasi belajar, kemampuan penalaran, kecerdasan emosional spiritual. Jurnal Riset Pendidikan Matematika, 2(2), 224. https://doi.org/10.21831/jrpm.v2i2.7336

Slavin, R. E. (2014). Educational psychology: Theory and practice. Pearson College Div.

Stevens, J. P. (2009). Applied multivariate statistics for the social sciences. Routledge.

Uside, O. N., Barchock, K. H., & Abura, O. G. (2013). Effect of discovery method on secondary school student’s achievement in physics in Kenya. Asian Journal of Social Sciences & Humanities, 2(3), 351–358.

Van de Walle, J. A. (2010). Elementary and middle school mathematics : teaching developmentally. Pearson /Allyn and Bacon.

Walpole, R. E. (1990). Pengantar statistika, edisi ke-3 (Introduction to statistics). Penerbit PT Gramedia Pustaka Utama.

Westwood, P. S. (2008). What teachers need to know about teaching methods. Aust Council for Ed Research.

Widoyoko, E. P. (2014). Penilaian hasil pembelajaran di sekolah. Pustaka Pelajar.

Yildiz, A., & Baltaci, S. (2016). Reflections from the analytic geometry courses based on contextual teaching and learning through geogebra software. The Online Journal of New Horizons in Education, 6(4), 155–166. https://www.tojned.net/journals/tojned/articles/v06i04/v06i04-18.pdf

Yuliani, K., & Saragih, S. (2015). The development of learning devices based guided discovery model to improve understanding concept and critical thinking mathematically ability of students at Islamic Junior High School of Medan. Journal of Education and Practice, 6(24), 116–128. https://iiste.org/Journals/index.php/JEP/article/view/25266

Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association.

DOI: https://doi.org/10.21831/jrpm.v6i2.14517