PENGARUH PENERAPAN PENDEKATAN RME (REALISTIC MATHEMATICS EDUCATION) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DITINJAU DARI SELF CONCEPT (KONSEP DIRI) SISWA SMP NEGERI 32 PEKANBARU
| Main Author: | DWI WULANSARI, - |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://repository.uin-suska.ac.id/24753/2/GABUNGAN%20%20TANPA%20BAB%20IV.pdf http://repository.uin-suska.ac.id/24753/3/BAB%20IV%20HASIL%20DAN%20PEMBAHASAN.pdf http://repository.uin-suska.ac.id/24753/ |
Daftar Isi:
- ABSTRACT Dwi Wulansari, (2019): The Effect of Implementing RME (Realistic Mathematics Education) Approach toward Students’ Mathematic Concept Comprehension Ability Derived from Their Self-Concept at State Junior High School 32 Pekanbaru This research aimed at knowing whether there was or not a difference on mathematic concept comprehension ability between students taught by using RME (Realistic Mathematics Education) approach and those who were taught by using learning that was implemented by the teacher derived from their self- concept at State Junior High School 32 Pekanbaru. It was an Experimental research with Factorial Experimental design. All the seventh-grade students were the population of this research. The samples of this research were the seventh- grade students of class 3 that were 37 students as the Experimental research and the students of class 4 that were 35 students as the Control group. Cluster Random Sampling technique was used in this research. The techniques and instruments of collecting the data were tests that were mathematic concept comprehension ability pretest and posttest, questionnaire that was self-concept questionnaire, and observation that were teacher and student observation sheets. The technique of analyzing the data was two-way ANOVA. Based on the data analysis, it could be concluded that 1) there was a difference on mathematic concept comprehension ability between students taught by using RME learning approach and those who were taught by using learning that was implemented by the teacher, 2) there was a difference on mathematic concept comprehension ability among students having high, medium and low self-concept, 3) there was no interaction between the implementation of learning approach and self-concept toward mathematic concept comprehension ability. Keywords: RME (Realistic Mathematics Education) Learning Approach, Mathematic Concept Comprehension Ability, Self-Concept, Factorial Experimental Design