EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TPS (THINK PAIR SHARE) DAN TIPE ROUNDTABLE PADA MATERI BANGUN DATAR DITINJAU DARI GAYA KOGNITIF SISWA SMP NEGERI KELAS VII DI KABUPATEN BREBES

Anjasari, Elisa Putri (2013) EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TPS (THINK PAIR SHARE) DAN TIPE ROUNDTABLE PADA MATERI BANGUN DATAR DITINJAU DARI GAYA KOGNITIF SISWA SMP NEGERI KELAS VII DI KABUPATEN BREBES. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    The objectives of this research were to investigate (1) which learning model of the cooperative learning model of the TPS type, the cooperative learning model of the Roundtable type, and the direct learning model results in the students’ better mathematics learning achievement; (2) which cognitive style of the field dependent style and the field independent style results in the students’ better mathematics learning achievement; (3) in each learning model (the cooperative learning model of the TPS type, the cooperative learning model of the Roundtable type), which cognitive style of the field dependent style and the field independent style results in the students’ better mathematics learning achievement; and (4) in each cognitive style (the field dependent style and the field independent style), which learning model of the cooperative learning model of the TPS type, the cooperative learning model of the Roundtable type, and the direct learning model results in the students’ better mathematics learning achievement. This research used the quasi experimental research method with the factorial design of 3 x 2. The population of the research was all of the students in Grade VII of State Junior Secondary Schools in Brebes regency, Central Java province in even semester of Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 300 students. They were Experimental Class I consisting of 101 students, Experimental Class II comprising 101 students, and Class Control containing 98 students. The data of the research were gathered through test of cognitive style (GEFT) and test of learning achievement in Mathematics. Prior to its use, the test of the learning achievement in Mathematics was tested in terms of content validity, difficulty level, differentiability, and reliability. The instrument of the cognitive style was tested in terms of language validity. The pre-requisite test included population normality test by using Lilliefors method, population variance homogeneity test by using Bartlett method. The balance test used the one-way analysis of variance with inbalanced cells, and the proposed hypotheses were tested by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows: (1) the cooperative learning of the roundtable type gave better the mathematics learning achievement than that of the cooperative learning of the TPS type and that of the direct learning model, the cooperative learning of the TPS type gave better the mathematics learning achievement than that of the direct learning model; (2) the matematics learning achievement of the students with the field independent cognitive style is better than that of the students with the field dependent cognitive style; (3) in each learning model of the cooperative learning model of the TPS type, the cooperative learning model of the roundtable type, and the direct learning model the matematics learning achievement of the students with the field independent cognitive style is better than that of the students with the field dependent cognitive style; and (4) in each cognitive style, the cooperative learning model of the roundtable type gave better mathematics learning achievement than that of the cooperative learning of the TPS type and that of the direct learning model, and the cooperative learning of the TPS type gave better mathematics learning achievement than that of the direct learning model. Penelitian ini bertujuan untuk mengetahui: (1) manakah yang memberikan prestasi belajar matematika lebih baik antara model pembelajaran kooperatif tipe TPS (Think Pair Share), tipe Roundtable, atau model pembelajaran langsung. (2) manakah yang prestasi belajar matematika lebih baik antara siswa dengan gaya kognitif field dependent atau siswa dengan gaya kognitif field independent. (3) pada masing-masing model pembelajaran (pembelajaran kooperatif tipe TPS (Think Pair Share), tipe Roundtable, dan pembelajaran langsung), manakah yang prestasi belajar matematika lebih baik di antara siswa dengan gaya kognitif field dependent atau siswa dengan gaya kognitif field independent. (4) pada masingmasing gaya kognitif (field dependent dan field independent), manakah yang memberikan prestasi belajar matematika lebih baik antara model pembelajaran kooperatif tipe TPS (Think Pair Share), tipe Roundtable, atau model pembelajaran langsung. Jenis penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3x2. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri di Kabupaten Brebes Provinsi Jawa Tengah pada semester genap tahun pelajaran 2012/2013. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sampel dalam penelitian ini berjumlah 300 siswa, dengan rincian 101 siswa pada kelas eksperimen I, 101 siswa pada kelas eksperimen II, dan 98 siswa pada kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data adalah tes gaya kognitif (GEFT), dan tes prestasi belajar matematika. Uji coba instrumen tes prestasi belajar matematika meliputi validitas isi, tingkat kesukaran, daya pembeda, dan reliabilitas. Uji coba instrumen tes gaya kognitif (GEFT) meliputi validitas bahasa. Uji prasyarat meliputi uji normalitas populasi menggunakan metode Lilliefors, dan uji homogenitas variansi populasi menggunakan metode Bartlett. Uji keseimbangan menggunakan analisis variansi satu jalan dengan sel tak sama dan pengujian hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran kooperatif tipe roundtable memberikan prestasi belajar matematika lebih baik dari pada model pembelajaran kooperatif tipe TPS (Think Pair Share) dan model pembelajaran langsung, serta model pembelajaran kooperatif tipe TPS (Think Pair Share) memberikan prestasi belajar matematika lebih baik dari pada model pembelajaran langsung. (2) prestasi belajar matematika siswa dengan gaya kognitif field independent lebih baik dari pada siswa dengan gaya kognitif field dependent. (3) pada model pembelajaran kooperatif tipe roundtable, TPS (Think Pair Share), maupun langsung, prestasi belajar matematika siswa dengan gaya kognitif field independent lebih baik dari pada siswa dengan gaya kognitif field dependent. (4) pada siswa dengan gaya kognitif field dependent dan field independent, model pembelajaran kooperatif tipe Roundtable memberikan prestasi belajar matematika lebih baik dari pada model pembelajaran kooperatif tipe TPS (Think Pair Share) dan model pembelajaran langsung, serta model pembelajaran kooperatif tipe TPS (Think Pair Share) memberikan prestasi belajar matematika lebih baik dari pada model pembelajaran langsung.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education > LB1501 Primary Education
    Divisions: Pasca Sarjana > Magister > Pendidikan Matematika - S2
    Depositing User: Vignasari Kokasih
    Date Deposited: 14 May 2014 23:37
    Last Modified: 14 May 2014 23:37
    URI: https://eprints.uns.ac.id/id/eprint/16245

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