PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MELALUI PEMBELAJARAN GUIDED DISCOVERY BERBASIS BUDAYA TOBA DI SMP NEGERI 1TUKKA

Ruminda Hutagalung

Abstract


Abstract. This study aimed to improve students' understanding of mathematical concepts by using guided discovery learning based on Toba culture and conventional learning. This research is a quasi experiment research with population of all students of class VII of SMP Negeri 1 Tukka even semester of academic year 2016/2017. The sample of this research is taken by random sampling technique chosen by VIIB class (30 students) as experimental class and class VIIb (34 students) as control class. The instrument used consists of the ability to comprehend the concept of mathematical concepts in the form of description and declared to have fulfilled the validity of the content, and the reliability coefficient. By using different test and descriptive analysis, it was found that the improvement of students' mathematical concept understanding that was taught by guided discovery learning based on Toba culture was higher than conventional learning. Furthermore, it is recommended to the math teacher to use the Toba-based guided discovery learning too as one of the tools to improve students' concept comprehension ability.

 

Keywords. Conceptual Understanding, guided discovery, Budaya Toba, Conventional.

 

Abstrak. Penelitian ini bertujuan untuk meningkatkan kemampuan pemahaman konsep matematik siswa dengan menggunakan pembelajaran guided discovery berbasis budaya Toba dan pembelajaran secara konvensional. Penelitian ini merupakan penelitian quasi experiment dengan populasi seluruh siswa kelas VII SMP Negeri 1 Tukka semester genap tahun ajaran 2016/2017. Sampel penelitian ini diambil melalui teknik random sampling sehinggan terpilih kelas VIIb (sebanyak 30 siswa) sebagai kelas eksperimen dan kelas VIIb (sebanyak 34 siswa) sebagai kelas kontrol. Instrumen yang digunakan terdiri dari tes kemampuan pemahaman konsep matematis berbentuk uraian dan dinyatakan telah memenuhi syarat validitas isi, serta koefisien reliabilitas. Dengan menggunakan uji beda diperoleh hasil bahwa peningkatan kemampuan pemahaman konsep  matematis siswa yang diajar dengan pembelajaran guided discovery berbasis budaya Toba lebih tinggi dibandingkan pembelajaran konvensional. Selanjutnya direkomendasikan kepada guru matematika agar menggunakan pembelajaran guided discovery berbasis budaya Toba sebagai salah satu alat untuk meningkatkan kemampuan pemahaman konsep siswa.

 

Kata kunci. Pemahaman Konsep, Guided Discovery, Budaya Toba, Konvensional


Full Text:

PDF

References


Arends. (2008). Learning to Teach Belajar untuk Mengajar. Yogyakarta: Pustaka Pelajar.

Cockroft, W. (1982). Mathematics Counts: Report into the Teaching of Mathematics in Schools Unde the Chairmanship of W.H. Cockroft. London, UK: HMSO.

Dahar, R.W. (2011). Teori-teori Belajar dan Pembelajaran. Jakarta: Erlangga.

Hake, R. R. 2007. Design-Based Research In Physics Education: A Review in A. E. Kelly, R. A. Lesh, & J. Y. Baek, eds, (in press), Hanbook of Design Research Methods in Mathematics, Science, and Technology Education. Erlbaum (Online). www.physics.indiana.edu/~hake/DBR-Physics3.pdf. 28 . Halaman 1-24.

Hasratuddin, (2015). Mengapa Haarus Belajar Matematika?. Medan: Perdana Publishing.

Hosnan, M. (2014). Pendekatan Saintifik dam Kontekstual dalam Pembelajaran Abad 21, Bogor: Ghalia Indonedia.

Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it Up: Helping Children Learn Mathematics. Washington, DC: National Academy Press.

Koentjaraningrat. (1996). Pengantar Antropologi I. Jakarta: Penerbit Rineka Cipta.

Murizal, A. dkk. (2012). Pemahaman Konsep Matematis dan Model Pemelajaran Quantum Teaching. Jurnal Pendidikan Matematika UPI Bandung, Vol. 1, No. 1. Halaman: 19-23.

National Council of Theachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. The United State of America.

Rohaeti, E. (2011). Transformasi Budaya Melalui Pembelajaran Matematika Bermakna. Jurnal Pengajaran MIPA UPI Bandung. Vol. 16, No.1 Halaman: 139-147.

Saragih, S., & Afriati, V. (2012). Peningkatan Pemahaman Konsep Grafik Trigonometri Siswa SMK Melalui Penemuan Terbimbing Melalui Penemuan Terbimbing Berbantuan Software Autograph. Jurnal Pendidikan dan Kebudayaan. Vol. 18, No. 4, Halaman: 368-381.

Saragih, S., & Napitupulu, E. (2015). Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability. Canadian Center of Science and Education, Vol. 8, No. 6. Halaman: 104-112.

Sukardi, (2007). Metodologi Penelitian Pendidikan, Jakarta: Bumi Aksara.

¬¬¬¬¬¬Tran, T., et al. (2014). Discovery Learning with the Help of the GeoGebra Dynamic Geometry Software.Vietnam: International Journal of Learning, teaching and Educational Research. Vol. 7, No. 1. Halaman: 44-57.

Trianto. (2011). Model Pembelajaran Terpadu Konsep, Strategi, dan Implementasinya dalam Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Bumi Aksara.

Yuliani, K., & Saragih, S. (2015). The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Student at Islamic Junior High School of Medan. Journal of Education and Practice IIST. Vol. 6, No.24. Halaman:116-128.

Yusra, D., & Saragih, S. (2016). The Profile of Communication Mathematics and Students’ Motivation by Joyful Learning-based Learning Context Malay Culture. British Journal of Education, Society & Behavioural Science. Vol. 15, No. 4. Halaman: 1-16.




DOI: https://doi.org/10.30743/mes.v2i2.133

Refbacks

  • There are currently no refbacks.