Pengaruh Pendekatan Matematika Realistik terhadap Prestasi Belajar Matematika ditinjau dari Kemampuan Numerik
| Main Authors: | Komang Astuti, Ida Ayu, Marhaeni, A.A.I.N, ., Sariyasa |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Jurnal Pendidikan Dasar
, 2013
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| Online Access: |
http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pendas/article/view/524 http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pendas/article/view/524/316 |
Daftar Isi:
- Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan matematika realistik terhadap prestasi belajar matematika ditinjau dari kemampuan numerik. Sebanyak 76 siswa kelas IV Gugus III Kecamatan Buleleng dipilih sebagai sampel. Pengumpulan data menggunakan tes kemampuan numerik dan tes prestasi belajar matematika. Data dianalisis dengan menggunakan analisis varian dua jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan prestasi belajar matematika yang signifikan antara siswa yang mengikuti pembelajaran pendekatan matematika realistik dan siswa yang mengikuti pembelajaran konvensional (FA(hitung) = 13,77 > Ftabel = 3,98), (2) terdapat pengaruh interaksi yang signifikan antara pendekatan pembelajaran dan kemampuan numerik terhadap prestasi belajar matematika (FAxB (hitung) = 54,386 > Ftabel = 3,98), (3) untuk siswa yang memiliki kemampuan numerik tinggi, prestasi belajar matematika siswa yang mengikuti pembelajaran pendekatan matematika realistik lebih tinggi daripada siswa yang mengikuti pembelajaran konvensional (Qhitung = 11,085 > Qtabel = 2,83), (4) untuk siswa yang memiliki kemampuan numerik rendah, prestasi belajar matematika siswa yang mengikuti pembelajaran konvensional lebih tinggi daripada siswa yang mengikuti pembelajaran pendekatan matematika realistik (Qhitung = 3,677 > Qtabel = 2,83). Kata kunci: pendekatan matematika realistik, kemampuan numerik, prestasi belajar matematika. Abstract This research aims at investigating the effect of realistic mathematics approach on mathematics learning achievement seen on numeric ability. 76 fourth grade students in Cluster III Buleleng regency were selected randomly as the sample of this research. The data were gathered using numeric ability test and mathematics learning achievement test. The data were analyzed using two-way analysis of variance. The result of the analysis shows that: (1) there is significant difference of mathematics learning achievement between students following realistic mathematics approach and those following conventional learning (Fobs = 13,77 > Fcv = 3,98), (2) there is a significant interactional effect between learning approach and numeric ability on mathematics learning achievement (Fobs = 54,386 > Fcv = 3,98), (3) for students having high numeric ability, mathematics learning achievement of students following realistic mathematics approach is higher than those following conventional approach (Qobs = 11,085 > Qcv = 2,83), (4) for students having low numeric ability, mathematics learning achievement of students following conventional approach is higher than those following realistic mathematics approach (Qobs = 3,677 > Qcv = 2,83). Keywords: realistic mathematics approach, numeric ability, mathematics learning achievement