KEEFEKTIFAN PENDEKATAN PROBLEM SOLVING DAN PROBLEM POSING DENGAN SETTING KOOPERATIF DALAM PEMBELAJARAN MATEMATIKA

Widha Nur Shanti, Agus Maman Abadi

Abstract


Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif) dan membandingkan keefektifan pendekatan problem posing dengan setting kooperatif dan pendekatan problem solving dengan setting kooperatif pada pembelajaran matematika ditinjau dari ketercapaian standar kompeten-si, kemampuan berpikir kritis, dan kecerdasan emosional siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi sampelnya adalah siswa Kelas X SMA Negeri 1 Pengasih dan siswa Kelas X2 dan X3.Untuk menguji keefektifan pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif), data dianalisis menggunakan uji one sample t-test. Untuk menguji bahwa pendekatan problem posing dengan setting kooperatif lebih efektif daripada pendekatan problem solving dengan setting kooperatif, data dianalisis menggunakan MANOVA yang dilanjutkan dengan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif) efektif dan pendekatan problem posing dengan setting kooperatif lebih efektif daripada pendekatan problem solving dengan setting kooperatif pada pembelajaran matematika ditinjau dari ketercapaian standar kompetensi, kemampuan berpikir kritis, dan kecerdasan emosional siswa.

Kata Kunci: pendekatan problem solving dengan setting kooperatif, pendekatan problem posing dengan setting kooperatif, ketercapaian standar kompetensi, kemampuan berpikir kritis, kecerdasan emosional.

 

THE EFFECTIVENESS OF COOPERATIVE PROBLEM SOLVING AND COOPERATIVE PROBLEM POSING APPROACHES IN MATHEMATICS LEARNING

Abstract

This study aims to describe the effectiveness of the cooperative problem solving and cooperative problem posing approaches and the more effectiveness of the cooperative problem posing approach than cooperative problem solving approach in in mathematics learning viewed from the achievement of competency, critical thinking ability, and student’s emotional intelligence. This study was a quasi experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year X students, consisting of 6 classes of SMA Negeri 1 Pengasih. From the population, two classes, Class X2 and Class X3, were selected randomly as the research sample. To test the effectiveness of the cooperative problem solving and cooperative problem posing approach, the one sample t-test was carried out. Then, to compare the effectiveness of the cooperative problem posing approach with the cooperative problem solving approach, the MANOVA was carried out and then continued by the t-Bonferroni test. The results of the study show that the cooperative problem solving and cooperative problem posing approaches are effective and the cooperative problem posing approach is more effective than the cooperative problem solving approach in mathematics learning viewed from the achievement of competency, critical thinking ability, and student’s emotional intelligence.

Keywords: the cooperative problem solving approach, the cooperative problem posing approach, achievement of competency, critical thinking ability, emotional intelligence.


Keywords


pendekatan problem solving dengan setting kooperatif; pendekatan problem posing dengan setting kooperatif; ketercapaian standar kompetensi; kemampuan berpikir kritis; kecerdasan emosional

Full Text:

PDF

References


Arends, R. I., & Klicher, Ann. (2010). Teaching for student learning becoming on accomplished teacher. Madison Avenue: Routledge Taylor and Francis Group.

Carrol, D. W., Keniston, A. H., & Peden, B. F. (2008). Integrating critical thinking with course content. Teaching Critical Thinking in Psychology: A Handbook of Best Practices. Chichester: John Willey-Sons, Ltd., Publication.

Cooper, R. K. & Sawaf, Ayman. (1998). Kecerdasan emosional dalam kepemimpinan dan organisasi, (terjemahan Alex Tn Kuncoro Widodo). Jakarta: Gramedia Pustaka Utama.

Demir, B. B. (2005). The effect of instruction with problem posing on tenth grade students’ probability achievement and attitudes toward probability. Tesis Magister, tidak diterbitkan, Midle East Technical University, Nallihan-Ankara.

Depdiknas. (2006). Peraturan Menteri Pendidikan Nasional Nomor 23, Tahun 2006, tentang Standar Kompetensi Lulusan untuk Satuan Pendidikan Dasar dan Menengah.

Depdiknas. (2007). Peraturan Menteri Pendidikan Nasional Nomor 41, Tahun 2007, tentang Standar Proses untuk Satuan Pendidikan Dasar dan Menengah.

Djamarah, S. B., & Zain, Aswan. (1997). Strategi belajar mengajar. Jakarta: PT Rineka Cipta.

Fachrurazi. (2011). Penerapan pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir kritis dan komunikasi matematis siswa sekolah dasar. Edisi Khusus, 1, 76-89.

Festus, A. B. (2012). The Relationship between emotional intelligence and academic achievement of senior secondary school students in the federal capital territory Abuja. Journal of Education and Practice, vol 3, no 10, 13-19.

Gambrill, Eileen & Gibbs, Leonard. (2009). Critical thinking for helping professional. Madison Avenue: OXFORD University Press.

Goleman, Daniel. (2000). Emotional Intelligence (Kecerdasan Emosional). Jakarta: Gramedia Pustaka Utama.

Guvercin, Selim, Cilavdaroglu, A. K., & Savas, A. C. (2014). The effect of problem posing instruction on 9th grade students’ mathematics academic achievement and retention [Versi electronik]. Anthropologist, 17, 1, 129-136.

Herawati, O. D. P., Siroj, Rusdy, & Basir, H. M. D. (2010). Pengaruh pembelajaran problem posing terhadap kemampuan pemahaman konsep matematika siswa kelas xi ipa sma negeri 6 palembang. Jurnal Pendidikan Matematika, 4, 1, 70-80.

Jacobsen, D. A., Eggen, Paul, & Kauchak, Donald. (2009). Methods for teaching (metode-metode pengajaran): Meningkatkan belajar siswa tk-sma. (Terjemahan Achmad Fawaid & Khoirul Anam). New Jersey: Pearson Education, Inc. (Buku asli diterbitkan tahun 2009).

Kennedy, L. M., Tipps, Steve, & Johnson, Art. (2008). Guiding children’s learning of mathematics (11th ed.). Belmont: Thomson Wadsworth.

Kesan, Cenk, Kaya, Deniz, & Guvercin, Selim. (2010). The effect of problem posing approach to the gifted student’s mathematical abilities. International Online Journal of Educational Sciences, 2, 3, 677-687. Diambil pada tanggal 6 Desember 2013, dari http://www.iojes.net/userfiles/Article/IOJES_343.pdf.

Kuebli, J. E., Harvey, R. D., & Korn, J. H. (2008). Critical thinking in critical course: principles and applications. Teaching Critical Thinking in Psychology: A Handbook of Best Practices. Chichester: John Willey-Sons, Ltd., Publication.

Moon, Jennifer. (2008). Critical thinking. An exploration of theory and practice. Madison Avenue: Routledge Taylor & Francis Group.

Mustamil, Husni. (2012). Pengembangan perangkat pembelajaran multilevel dengan pendekatan problem solving untuk meningkatkan sikap dan prestasi belajar matematika siswa smp pada materi lingkaran. Tesis Magister, tidak diterbitkan, Universitas Negeri Yogyakarta, Yogyakarta.

NCTM. (2000). Principles and standars for school mathematics. Reston, VA: the National Council of Teachers of Mathematics, Inc.

Noor, et al. (2011). Moderating effect of gender and age on the relationship between emotional intelligence with social and academic adjustment among first year university students. International Journal of Psychology Studies. 3, 1, 78-89.

Norila. (2013). The effects of integrating emotional intelligence on students’ achievement in mathematics. International Journal of Science Commerce and Humanities, 1, 5, 141-149.

Silver, E. A., et al. (1996). Posing mathematical problems: an exploratory study. Journal for Research in Mathematics Education, 27, 3, 293-309.

Stevens, J. P. (2009). Applied multivariate statistics for the social sciences. New York: Taylor & Francis Group, LLC.

Sudradjat. (2008, Januari). Peranan matematika dalam perkembangan ilmu pengetahuan dan teknologi. Makalah disajikan dalam Seminar Sehari “The Power of Mathematics for all Aplications”, di UNISBA.

Tatsuoka, M. M. (1971). Multivariate analysis: Techniques for educational and psychological research. New York: John Wiley & Sons, Inc.

Van de Walle, J. A. (2008). Matematika sekolah dasar dan menengah (6th ed.). (Terjemahan Suyono). Jakarta: Penerbit Erlangga. (Buku asli diterbitkan tahun 2007).

Yuan, Xianwei & Sriraman, Bharath. (2011). The elements of creativity and giftedness in mathematics. Dalam B. Sriraman & K. H. Lee (Eds.), An Exploratory Study of Relationships between Students’ Creativity and Mathematical Problem-Posing Abilities: Comparing Chinese and U.S Students (pp. 5-28). AW Rotterdam: Sense Publishers.

Zakaria, Effandi & Ngah, Norulbiah. (2011). A preliminary analysis of students’ problem-posing ability and its relationship to attitudes towards problem solving [Versi electronik]. Research Journal of Applied Sciences, Engineering and Technology, 3, 9, 866-870.




DOI: https://doi.org/10.21831/jrpm.v2i1.7155

Refbacks

  • There are currently no refbacks.


Copyright (c)



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