, Rosaini (2019) *Eksperimentasi Model Pembelajaran Circuit Learning dan Model Problem Posing Berbasis Higher Order Thinking Skill terhadap Kemampuan Penyelesaian Masalah Matematika dan Sikap Terhadap Matematika pada Materi Bangun Datar Ditinjau dari Kecerdasan Logis Matematis Siswa Kelas VII Kabupaten Sleman.* Masters thesis, Universitas Sebelas Maret.

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## Abstract

The current study aims to: 1) knowing which model provides better mathematics problem solving skills, higher order thinking skills-based circuit learning model, higher order thinking skills-based problem posing model, or Direct Instructional, 2) acknowledging which of the mentioned models reflects on better attitudes towards mathematics, 3) knowing which model provides better problem solving skills between students with high, moderate, or low mathematical intelligence, 4) investigating which of the models results on better attitudes towards mathematics between students with high, moderate, or low mathematical logical intelligence, 5) exploring which model gives better attitudes towards mathematics at each level of mathematical logical intelligence, 6) knowing at each level of mathematical logical intelligence, which model provides better mathematics problem solving skills, higher order thinking skills-based circuit learning model, higher order thinking skills-based problem posing model, or Direct Instructional, 7) knowing on each learning (higher order thinking skills-based circuit learning model, higher order thinking skills-based problem posing model, and Direct Instructional), which one provides better problem solving skills, students with high, moderate, or low mathematical logical intelligence 8) knowing in each learning (higher order thinking skills- based circuit learning model, higher order thinking skills- based problem posing model, and Direct Instructional). Which one gives better attitudes towards mathematics, students with high, moderate, or low mathematical logical intelligence. This study is a quasi-experimental research, its population includes all seventh grade students of Sleman Regency State Junior high school, Yogyakarta in the academic year 2017/2018. The research sample consists of 273 students selected using the stratified cluster random sampling technique. The instruments used in data processing are problem solving ability tests and questionnaires on attitude towards mathematics. Testing the hypothesis using the two-way MANOVA unbalance cell to the 5% significance level. Based on the results of the study, the following can be concluded: 1) on the problem solving skills, CLH learning model provides similar problem solving skills as PPH instructional model, but CLH learning model provides better problem solving skills than Direct Instructional. PPH instructional model provides better problem solving skills than Direct Instructional, 2) on attitudes toward mathematics, CLH learning model gives similar attitudes towards mathematics as PPH instructional model. While, CLH learning model gives similar attitudes towards mathematics as Direct Instructional. PPH instructional model gives better attitudes towards mathematics than Direct Instructional, 3) the problem solving skills of students with high mathematical logical intelligence are better than those of students with moderate logical intelligence, and better than those of students with low mathematical logical intelligence. Students with moderate mathematical logical intelligence have similar problem solving skills as students with low mathematical logical intelligence, 4) on attitudes toward mathematics, students with high mathematical logical intelligence have better attitudes toward mathematics those with moderate logical intelligence, and better than those with low mathematical logical intelligence. Students with moderate mathematical logical intelligence possess similar attitudes towards mathematics as students with low mathematical logical intelligence, 5) in CLH, PPH, and Direct Instructional learning models, students with high mathematical logical intelligence have better problem solving skills than those with moderate and low mathematical logical intelligence, while students with moderate mathematical logical intelligence have similar problem solving skills as those with low mathematical logical intelligence, 6) in CLH, PPH, and Direct Instructional learning models, students with high mathematical logical intelligence have better attitudes towards mathematics than those with moderate and low mathematical logical intelligence, while students with moderate mathematical logical intelligence have similar attitudes towards mathematics as those with low logical intelligence, 7) at the levels of mathematical logical intelligence high, moderate, and low, CLH learning model provides problem solving skills as good as PPH learning model, but better than Direct Instructional, while PPH learning model provides better problem solving skills than Direct Instructional, 8) at the level of mathematical logical intelligence high, moderate, and low, CLH learning model provides same attitudes towards mathematics as PPH instructional model and Direct Instructional, while the PPH instructional model provides better attitudes towards mathematics than Direct Instructional.

Item Type: | Thesis (Masters) |
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Subjects: | L Education > L Education (General) |

Divisions: | Pascasarjana > Magister Pascasarjana > Magister > Pendidikan Matematika - S2 |

Depositing User: | Mahayanti Widyaswari Norita |

Date Deposited: | 29 May 2019 13:42 |

Last Modified: | 29 May 2019 13:42 |

URI: | https://eprints.uns.ac.id/id/eprint/43778 |

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