EFEKTIFITAS PEMBELAJARAN MATEMATIKA REALISTIK DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS XII IPS SMA NEGERI KOTA SURAKARTA TAHUN 2008/2009

Suprihatin, Sri (2009) EFEKTIFITAS PEMBELAJARAN MATEMATIKA REALISTIK DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS XII IPS SMA NEGERI KOTA SURAKARTA TAHUN 2008/2009. PhD thesis, Universitas Sebelas Maret .

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    Abstract

    Sri Tatik Suprihatin. S. 850907121. The Effectiveness of Realistic Mathematics Learning viewed from the Students’ learning Motivation of Grade XII IPS SMA Negeri of Surakarta City. Thesis. Surakarta. Mathematics Education Program Study of Postgraduate Program of Surakarta Sebelas Maret University. 2009. The objective of research is to find out (1) whether the realistic learning approach will provide the better students’ learning achievement than the conventional one in the subject matter of linear program?, (2) whether or not the mathematic learning achievement of students having high motivation is better than that of the students having medium or low motivation, and whether or not the mathematic learning achievement of students having medium motivation is better than that of the students low motivation?, (3) whether or not there is an interaction between the use of learning approach and the students’ learning motivation on the learning achievement? This study was categorized into a quasi experimental research with 2 x 3 factorial design. The population of research was the grade XII IPS students of SMA Negeri in Surakarta City. The sampling technique employed was cluster random sampling. The sample consisted of 190 students: 92 students for the experiment class were taken from (1 class of SMA Negeri 2, 1 class of SMA Negeri 5, and SMA Negeri 8) and 98 students for the control class were taken from (1 class of SMA N 3, 1 class of SMA Negeri 5 and 1 class of SMA Negeri 8). Technique of collecting data employed in the study included questionnaire, test, and documentation methods. The instrument used to find out the students’ learning achievement was multiple-choice items. For testing the data validity, the instrument was used by the practitioner or validator, meanwhile in order to find out the test reliability, the Kruder-Richardson 20 formula was used. From 25 objective items, only 20 items were used because other five items were not valid. The result of reliability (r11 = 0.9551243). The analysis prerequisites employed were Liliefor test for the normality test and Bartlet test for homogeneity test. At the significance level  = 5%, it can be concluded that the sample deriving from the population is distributed normally. From the homogeneity calculation, it can be concluded that the research derives from the homogenous-distributed population. Technique of analyzing data of this study was two-way variance analysis with different cells. The result of two-way analysis at significance level  = 5% shows that (1) there is an effect of the learning approach usage on the students’ learning achievement of grade XII IPS of SMA Negeri in Surakarta in the subject matter of linear program (Fa = 4.61391> 3.84 F(0.05;1;184), (2) there is an effect of motivation on the students’ learning achievement of grade XII IPS of SMA Negeri in Surakarta in the subject matter of linear program (Fb = 9.49974> 3.00 = F(0.05;2;184), and (3) there is no interaction between the learning approach and the students learning motivation in the students’ learning achievement of grade XII xixIPS of SMA Negeri in Surakarta in the subject matter of linear program (Fab = 0.27532<3.00 = F(0.05;2;184). The conclusion of research are: (1) the realistic mathematic learning approach results in the students’ learning achievement better than the conventional, (2) the students’ learning motivation affects the students’ mathematic learning achievement in the subject matter of linear program in the grade XII IPS in school years of 2008/2009. The mathematic learning achievement of students having high motivation is as high as that of students having medium motivation; the mathematic learning achievement of students having high motivation is higher than that of students having low motivation; and the mathematic learning achievement of students having medium motivation equals to that of students having low motivation, (3) In the realistic approach, the students’ learning achievement is better than that in the conventional learning approach in general or viewed from the students’ learning motivation level.

    Item Type: Thesis (PhD)
    Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
    Divisions: Pasca Sarjana > Magister > Pendidikan Matematika - S2
    Depositing User: neno sulistiyawan
    Date Deposited: 22 Jul 2013 20:46
    Last Modified: 22 Jul 2013 20:46
    URI: https://eprints.uns.ac.id/id/eprint/8203

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