PENGARUH PEMBELAJARAN PROBLEM POSING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS SISWA KELAS V SD

 Asterius Juano, Pardjono Pardjono

Abstract


Penelitian ini bertujuan untuk mendeskripsikan: pengaruh pembelajaran problem posing dan direct instruction, interaksi antara strategi pembelajaran dan tingkat kemampuan belajar matematika peserta didik terhadap kemampuan berpikir kritis dan komunikasi matematis. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment), dengan menggunakan Non-equevalent Pretest-Posttest Control Group Design. Populasi penelitian ini adalah seluruh peserta didik kelas V SD Negeri Pujokusuman I Yogyakarta yang terdiri atas empat kelas. Sampel penelitian sebanyak dua kelas yang dipilih secara acak, kemudian masing-masing kelas yang terpilih dikelompokkan dalam kategori tingkat kemampuan tinggi dan tingkat kemampuan rendah terhadap kemampuan belajar matematika. Data hasil penelitian dianalisis dengan uji Manova 2 jalur dan uji t dengan kriteria Bonferroni. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh antara pembelajaran problem posing dan direct instruction terhadap kemampuan berpikir kritis dan kemampuan komunikasi matematis dan tidak terdapat interaksi antara strategi pembelajaran dan tingkat kemampuan belajar matematika peserta didik terhadap kemampuan berpikir kritis dan komunikasi matematis. Pembelajaran problem posing lebih baik dari direct instruction baik untuk kemampuan tinggi maupun untuk kemampuan rendah terhadap kemampuan berpikir kritis dan komunikasi matematis peserta didik.

Kata kunci: problem posing, direct instruction, kemampuan berpikir kritis, kemampuan komunikasi matematis.

 

THE EFFECT OF THE IMPLEMENTION OF LEARNING PROBLEM POSING ON CRITICAL THINKING ABILITY AND MATHEMATICAL COMMUNICATION OF ELEMENTARY SCHOOL GRADE 5TH STUDENTS 

Abstract

The purposes of this study are to describe: the effect of problem posing instruction and direct instruction and the interaction between instruction strategy and the level of students’ mathematics learning ability at SDN Pujokusuman I Yogyakarta. This study is a quasi-experimental research, using non-equevalent Pretest-Postest Control Group Design. The population was all of the grade 5 students of SD Pujokusuman I Yogyakarta that consisted of four classes. The sample was VA and VB class which were selected randomly. Data were analyzed using two-ways Manova and t-test with Bonferroni criteria. The results show that; there is an effect of the learning problem posing and direct instruction on critical thinking skills and mathematical communication skills and there is no interaction between learning strategy and the level of mathematics learning ability of students to critical thinking skills and mathematical communication. The conclusion of this study is that problem posing instruction is better than direct instruction both for high ability and low ability on critical thinking skills and mathematics communication skill grade 5 of elementary school students.

Keywords: problem posing, direct instruction, critical thinking skills, mathematical communication skills.

Keywords


problem posing; direct instruction; kemampuan berpikir kritis; kemampuan komunikasi matematis

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References


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DOI: https://doi.org/10.21831/jpe.v4i1.7801

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