# EFEKTIVITAS PENDEKATAN MATEMATIKA REALISTIK DALAM MENINGKATKAN PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN AWAL SISWA SMK

Sugiato, Yusak (2008) EFEKTIVITAS PENDEKATAN MATEMATIKA REALISTIK DALAM MENINGKATKAN PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN AWAL SISWA SMK. PhD thesis, Universitas Sebelas Maret. PDF - Published Version Download (1039Kb)

## Abstract

Yusak Sugiato, S85090128. 2008. The effectiveness of Realistic Mathematic Approach in improving the Students’ achievement in learning Mathematic viewed from the Prior Competence of SMK students. Thesis: Mathematic Education Department, Post Graduate Program of Sebelas Maret University, Surakarta. This research was aimed to know: (1) which one was better between Realistic Mathematic Approach and Conventional Approach in learning mathematic; (2) the difference achievement on learning mathematic of students with high prior competence, fairly prior competence, and low prior competence; (3) knowing whether the difference between the learning approach consistent toward each level of prior competence and whether the difference between each level of prior competence consistent toward each type of learning approach. The research was included on apparent experiment which was done in SMK of Tourism grade XI in Surakarta on the first semester term 2008/2009. The data of the research was gathered from the score of the prior competence of the arithmetical progression as variable of prior competence and the achievement score of learning the arithmetical progression as the variable of achievement in learning mathematic. The technique of analyzing data was by using two ways analysis with difference cells. Based on the two ways variant analysis with different cells and the significance level 0.05. It can be concluded that (1) the achievement of learning mathematic under realistic mathematic approach was better than the achievement of learning mathematic under conventional approach (Fa =6.238>3.84=Ftable, X 1. =6.3681 and X 2. =5,6884), (2) there was a difference in the achievement in learning mathematic of the students with high prior competence, fairly prior competence, and low prior competence (Fb=4.009>3.00=Ftable), (3) the difference between the learning approach consistent toward each level of prior competence and whether the difference between each level of prior competence consistent toward each type of learning approach (Fab=0.076<3.00=Ftable) Based on the double comparison accounting of the columns with the significance level 0.05, obtaned F.1-.2 =3.0943<6.00=Ftable; F.2-.3 =4.0817<6.00=Ftable; F.1-.3 =11.3170>6.00 =Ftable; and X .1 =6.5132; X .2 =6.0538; X .3 =5.5263 the result was meaned the achievement in learning mathematic of the students with high prior competence was the same as the students with fairly prior competence, and the achievement on learning mathematic of the students with fairly prior competence was the same as the students with low prior knowledge; and the achievement on learning mathematic of the students with high prior competence was better than the students with low prior competence

Item Type: Thesis (PhD) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Pasca Sarjana > Magister > Pendidikan Matematika - S2 neno sulistiyawan 24 Jul 2013 20:02 24 Jul 2013 20:02 https://eprints.uns.ac.id/id/eprint/8924