Pengaruh Open-Ended terhadap Prestasi Belajar, Berpikir Kritis dan Kepercayaan Diri Siswa SMP

Vivi Nur Koriyah; Idris Harta

doi:10.21831/pg.v10i1.9113

Pengaruh Open-Ended terhadap Prestasi Belajar, Berpikir Kritis dan Kepercayaan Diri Siswa SMP

Vivi Nur Koriyah, MTs Al Azhar Kalijaya Kebumen, Indonesia
Idris Harta, Universitas Muhammadiyah Surakarta, Indonesia

10.21831/pg.v10i1.9113

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh pendekatan open-ended, pengaruh sekolah dan interaksi antara pendekatan open-ended dengan kategori sekolah terhadap prestasi belajar matematika, kemampuan berpikir kritis dan kepercayaan diri siswa SMP. Penelitian ini menggunakan penelitian eksperimen semu yang populasinya mencakup seluruh siswa kelas VII SMPN di Kecamatan Kebumen yang dikelompokkaan menjadi sekolah standar nasional (SSN) dan sekolah potensial. Sampel terdiri dari empat kelas yang dipilih secara acak dari masing-masing kategori sekolah. Teknik pengumpulan data dalam penelitian ini adalah tes dan nontes, sedangkan instrumen yang digunakan untuk mengumpulkan data meliputi soal tes prestasi belajar matematika, soal tes kemampuan berpikir kritis, dan angket kepercayaan diri siswa. Data yang dianalisis menggunakan uji statistik Analisis Varians Multivariat Dua Jalur (Two Way MANOVA) adalah data gain (gain score). Hasil penelitian pada taraf signifikan 5% menunjukkan bahwa ada pengaruh pendekatan open-ended terhadap prestasi belajar matematika, kemampuan berpikir kritis, dan kepercayaan diri siswa SMPN di Kecamatan Kebumen, tidak terdapat pengaruh sekolah serta tidak terdapat interaksi antara pendekatan open-ended dan sekolah terhadap prestasi belajar matematika, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP.

Kata Kunci: open-ended, prestasi belajar, kemampuan berpikir kritis, kepercayaan diri

The Effect of Open-Ended on the Achievement, Critical Thinking and Self-Confidence of Junior High School Students

Abstract

The purpose of this study was to describe the effect of the open-ended approach, the effect of school, interaction of open-ended approach and the school categories on mathematics achievement, critical thinking and self-confidence in mathematic of public junior high school students. This study used quasi-experimental research that includes the entire population of students of class VII^th graders in junior high schools in District of Kebumen, classified into a standard national school (SSN) and potential school. The sample consists of four classes chosen at random from each category of the school. Data collection techniques in this research was a test and non-test while the instruments used to collect data covering mathematics,achievement test, critical thinking test, and questionnaire of the confidence of students. The data of gain score were analyzed using Multivariate Statistical analysis of variance test of two lines (Two Way MANOVA). The results of the study, using significance level 5%, showed that there was an effect of open-ended approach on mathematics achievement, critical thinking, and self-confidence of the students of public junior school in Kebumen District, there is no effect of school and there is no interaction of open-ended approach and schools on mathematics achievement, critical thinking and self confidence of the students of public junior high school.

Keywords: open-ended, achievement, critical thinking, self-confidence

Keywords

open-ended; achievement; critical thinking; self-confidence

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DOI: https://doi.org/10.21831/pg.v10i1.9113