Keefektifan experiential learning pembelajaran matematika MTs materi bangun ruang sisi datar

Dyahsih Alin Sholihah, Program Studi Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta, Indonesia
Ali Mahmudi, Program Studi Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta, Indonesia

Abstract


Penelitian ini bertujuan untuk menentukan keefektifan penerapan model experiential learning dan menentukan mana yang lebih efektif antara model experiential learning dan pembelajaran konvensionalpada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi dan sampelnya adalah siswa Kelas VIII MTs Negeri Sidoharjo dan siswa Kelas VIIIA dan VIIIB. Untuk menguji keefektifan pembelajaran metamatika dengan model experiential learning dan konvensional digunakan analisis dengan uji proporsi. Untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan model experiential learning dan konvensional, data dianalisis dengan menggunakan uji T2 Hotelling’s, dan uji t dengan kriteria Bonferroni untuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model experiential learning lebih efektif dari pembelajaran konvensional pada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika.

Kata Kunci: model experiential learning, konvensional, prestasi belajar, dan apresiasi matematika.

 

The Effectiveness of Experiential Learning in Mathematics Learning  in Subject Matter of Flat Side Construct

 

Abstract

This study aims to determine the effectiveness of the experiential learning model and to determine which one is more effective between the experiential learning model and the conventional one in mathematics learning in subject matter of flat side construct viewed from the learning achieve-ment and students’ appreciationof mathematics. This study was a quasi-experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year VIII students, consisting of 4 classes of MTs Negeri Sidoharjo. From the population, two classes, Class VIIIA and Class VIIIB, were selected randomly as the research sample. To test the effectiveness of the mathematics learning through the experiential learning model and conventional learning, the proportion test was carried out. Then to compare the effectiveness of the two models, the data were analyzed using T2 Hotelling’s test, and the t-test to find out which of the two models was more effective. The results of the study show that the experiential learning model is more effective than the conventional in mathematics learning in subject matter of flat side construct viewed from the learning achievement and students’ appreciationof mathematics.

Keywords: experiential learning model, conventional, learning achivement, and mathematics appreciation.


Keywords


model experiential learning; konvensional; prestasi belajar; dan apresiasi matematika

Full Text:

PDF

References


Akinsola, M.K & Olowojaiye, F.B. (2008). Teacher instructional and student attitudes toward mathematics. Internasional Electronic Journal of Mathematics Educations.Volume 1, Number, February 2008.

Barona, E. G., Nieto, L. J. B., & Ignacio, N. G. (2007). The affective domain in mathematics learning. International Electronic Journal of Mathematics Education, 1, 1,16-32. Diambil pada tanggal 24 Juli 2014, dari http://www.iejme.com/012006/.pdf.

Beard, C. (2010). The experiential leraning toolkit: Blending practice with bconcept. London: Kogan Page Limited.

Brown, T., & McNamara, O. (2005). New teacher identity and regulative government the discursive formation of primary mathematics teacher eduacation. New York: Springer Science Business Media, Inc.

Chand, T. (2006). Eduactional technology. India: J. L. Kumar for Anmol Publications Pvt. Ltd.

Chen, C-L, Chang, C-J, Liang, Y-D. (2010). Applying kolb’s experiential learning cycle to explore the learning performance of grade six on elementary mathematics education by logo NXT intelligent brick. Journal World Academy of Scince, Engineering ang Technology. Diambil tanggal 1 Juli 2013, dari http://mail.twu.edu.tw/charile/j10.pdf.

Depdikbud. (2013). Peraturan Menteri Pendidikan dan Kebudayaan RI Nomor 65, Tahun 2013, tentang Standar Proses Pendidikan Dasar dan Menengah. Jakarta: BNSP.

Dewey. (2001). Education and social change. In F. Schultz (Ed.),SOURCES: Notable selections in education (3 rd ed.) (pp. 333 341). New York: McGraw Hill Dushkin 3rd 333-McGraw-Dushkin.

Hadi, S. (2005). Pendidikan matematika realistic dan implikasinya.Yogyakarta.

Hardy, G.H. (2005). A mathematician’s apology. Alberta: University of Alberta Mathematical Sciences Society.

Johnson, D.W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive and individualistic learning (2nded). Trenton, NJ: Prentice-Hall, Inc.

Kasirye, I. (2009). Determinants of learning achievement in Uganda. Economic Policy Research Centre, 12, 212-231.

Kemendiknas. (2006). Peraturan Menteri Pendidikan Nasional RI Nomor 23, Tahun 2006, tentang Standar Kompetensi Lulusan untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: BNSP.

Kolb, D.A. (1984). Experiential leraning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Kyriacou, C. (2009). Effective teaching in school: Theory and practice (3nded). London: Nelson Thornes.

Mohamed, L. & Waheed, H. (2011). Secondary student’ attiude toward mathematics in selected school of Maldives. International Journal of Humilities and Social Science.Volume 1, Number 15 [Special Issue – Oktober 2011).

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

Munif, I.R.S. (Juli, 2009). Penerapan metode experiental learning pada pembelajaran IPA untuk meningkatkan hasil belajar siswa Sekolah Dasar. Jurnal Pendidikan Fisika: Vol. V, Juli/2009, hal. 80.

Popham, W.J. (1995). Classroom assessment: What teachers need to know. Boston: Allyn and Bacon.

Republik Indonesia. (2003). Undang-undang RI Nomor 20, Tahun 2003, tentang Sistem Pendidikan Nasional. Jakarta: BNSP.

Schultes, & Shannon. (2001). Comparison of the final grades of students in intermediate algebra taught with and without an ethnomathematical pedagogy. Diambil pada tanggal 4 Juli 2013, darihttp://www.rpi.edu/~eglash/isgem.dir/texts.dir/ejap.htm.

Shumway, R.J. (Ed.). (1980). Research in mathematics education. Virginia: The National Council of Teacher of Mathematics, Inc.

Skemp, R. R. (1971). The psycholology of learning mathematics. Baltimore, MD: Richard Clay (The Causer Press) Ltd.

Stenens, J. (2009). Applied multivariate statistics for social sciences (third edition). Mahwah: Lawrence Elbaum Associates.

Supardi & Leonard. (2010). Pengaruh konsep diri, sikap siswa pada matematika, dan kecemasan siswa terhadap hasil belajar matematika. Cakrawala Pendidikan, XXIX, 3,341-352.

Utami, N.W. (2011, Desember). Optimalisasi sumber belajar dalam peningkatan apresiasi siswa terhadap matematika. Makalah disajikan dalam Seminar Nasional Matematika dan Pendidikan Matematika, di FMIPA Universitas Negeri Yogyakarta.

Walpole, R., & Myers, R.H. (1995). Ilmu peluang dan statistika untuk insinyur dan ilmuan. (Terjemahan R. K. Sembiring).Bandung: ITB.




DOI: https://doi.org/10.21831/jrpm.v2i2.7332

Refbacks

  • There are currently no refbacks.


Copyright (c) 2015 Jurnal Riset Pendidikan Matematika



Jurnal Riset Pendidikan Matematika indexed by:

 

  


Creative Commons License
Jurnal Riset Pendidikan Matematika by http://journal.uny.ac.id/index.php/jrpm/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN 2356-2684 | e-ISSN 2477-1503

View My Stats