Pengaruh Pendekatan Analogi Personal terhadap Prestasi, Penalaran dan Kemandirian Siswa Materi Dimensi Dua di SMK

Pivi Alpia Podomi; Jailani Jailani

doi:10.21831/pg.v10i1.9110

Pengaruh Pendekatan Analogi Personal terhadap Prestasi, Penalaran dan Kemandirian Siswa Materi Dimensi Dua di SMK

Pivi Alpia Podomi, SMK Negeri 1 Kotamobagu, Indonesia
Jailani Jailani, Pendidikan Matematika, Universitas Negeri Yogyakarta, Indonesia

10.21831/pg.v10i1.9110

Abstract

Tujuan penelitian ini adalah untuk (1) mendeskripsikan pengaruh pendekatan analogi personal terhadap prestasi, penalaran dan kemandirian dan (2) mendeskripsikan keunggulan pembelajaran dengan menggunakan pendekatan analogi personal dibandingkan dengan pembelajaran konvensional ditinjau dari prestasi, penalaran, dan kemandirian. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah seluruh siswa kelas X jurusan Multimedia SMK Negeri 1 Kotamobagu yang terdiri dari 4 kelas dan dari 4 kelas tersebut diambil sampel dengan undian 2 kelas sehingga terpilih kelas X MM2 dan X MM4. Dari kedua kelas tersebut diundi dan diperoleh kelas X MM2 terpilih sebagai kelas eksperimen dan kelas X MM4 sebagai kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data meliputi tes prestasi dan penalaran serta angket kemandirian belajar. Untuk melihat pengaruh pembelajaran dengan menggunakan pendekatan analogi personal terhadap variabel prestasi dan penalaran serta kemandirian belajar matematika siswa, data dianalisis dengan statistik Multivariate Analysis of Variance (Manova), sedangkan untuk menganalisis pendekatan manakah yang lebih unggul pada masing-masing variabel dependen digunakan uji statistik Independent Sample T-test. Hasil penelitian pada taraf signifikan 5% menunjukan bahwa (1) ada pengaruh pembelajaran dengan menggunakan pendekatan analogi personal terhadap prestasi, penalaran, dan kemandirian belajar matematika siswa pada siswa SMK Negeri 1 Kotamobagu, dan (2) pembelajaran dengan menggunakan pendekatan analogi personal lebih unggul untuk digunakan dibandingkan dengan pembelajaran konvensional ditinjau dari prestasi, penalaran dan kemandirian.

Kata Kunci: pendekatan analogi personal, prestasi, penalaran, dan kemandirian belajar.

The Effect of Personal Analogy Approach on Achievement, Reasoning and Independence of Students in Vocational Two Dimensional Materials

Abstract

The purpose of this study was to: (1) describe the effect of personal analogy approach on achievement, reasoning, and self-reliance and (2) describe the advantages personal analogy approach compared with the conventional learning in terms of achievement, reasoning, and self-reliance. This study was a quasi-experimental study. The population was class X students majoring in Multimedia SMK Negeri 1 Kotamobagu which consists of 4 classes and 2 classes were elected that is class X MM2 and X MM4 as the samples. Drawn from the two classes, a class X MM2 was selected as the experimental class and class X MM4 as the control class. The instrument used to collect data included the achievement and reasoning tests and questionnaires of independent learning. To see the effect of learning by using the personal analogy approach to variable achievement and reasoning as well as the independence of mathematics learning, the data were analyzed with multivariate statistical Analysis of Variance (Manova), whereas for analyzing which approach is superior to each of the dependent variables, statistical tests Independent sample T-test was used. The results of the research on the significance level of 5% showed that (1) there was a learning effect by using the personal analogy approach on the achievement and reasoning as well as the independence of mathematics learning in students of SMK Negeri 1 Kotamobagu, and (2) learning to use a personal analogy approach was superior to using the conventional learning in terms of achievement, reasoning and self-reliance.

Keywords: personal analogy approach, achievements, reasoning, and learning independence

Keywords

personal analogy approach; achievements; reasoning; and learning independence

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DOI: https://doi.org/10.21831/pg.v10i1.9110