Pengaruh Pembelajaran Inquiry dan Problem Solving terhadap Motivasi dan Prestasi Belajar Matematika

Henri Rianto, Rusgianto Heri Santoso

Abstract


Penelitian ini bertujuan untuk mendeskripsikan pengaruh pendekatan pembelajaran inquiry dan problem solving terhadap motivasi dan prestasi belajar matematika serta pengaruh yang lebih baik antara pendekatan pembelajaran inquiry dan problem solving terhadap motivasi dan prestasi belajar matematika. Jenis penelitian ini adalah quasi experiment dengan nonrandomized control group, pretest-posttest design. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji multivariat (MANOVA), kemudian dilanjutkan dengan independent sample t-test dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa, pendekatan pembelajaran inquiry dan problem solving tidak efektif untuk meningkatkan prestasi belajar matematika peserta didik, pendekatan pembelajaran inquiry dan problem solving tidak efektif untuk meningkatkan motivasi belajar matematika peserta didik, dan tidak terdapat perbedaan pengaruh yang signifikan antara pendekatan pembelajaran inquiry dan pendekatan pembelajaran problem solving terhadap motivasi dan prestasi belajar matematika peserta didik pada materi bangun ruang sisi lengkung.

Kata Kunci: pendekatan inquiry, pendekatan  problem solving, motivasi belajar, dan prestasi belajar.

 

The Effect of Inquiry and Problem Solving Approach on Motivations to Learn and Student Mathematics Achievement

 

Abstract

This study aimed to describe the difference effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement and the better  effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement. This research was a quasi-experimental using nonrandomized control group, pretest-posttest design. The data were collected through non-test and test. The data were analyzed using the MANOVA test and independent sample t-test with significance level of 0,05. The results of the study show  the inquiry approach and problem solving approach was not effective to increase the student mathematics achievement, the inquiry approach and problem solving approach was not effective to increase the motivation to learn mathematics, and there is no difference effect between the inquiry approach and the problem solving approach on learning motivations and the student mathematics achievement.

Keywords: inquiry approach, problem solving approach, motivations to learn mathematics, student mathematics achievement

Keywords


inquiry approach; problem solving approach; motivations to learn mathematics; student mathematics achievement

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References


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DOI: https://doi.org/10.21831/pg.v9i1.9055

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