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ABSTRAK
NORA OKTANIA ZUKRI. Keefektifan Pembelajaran Matematika dengan Pendekatan
Problem Solving dan Penemuan Terbimbing Ditinjau dari Prestasi, Motivasi, dan Minat
Belajar Siswa SMP Muhammadiyah 2 Yogyakarta.
Tesis, Yogyakarta: Program Pascasarjana, Universitas Negeri Yogyakarta, 2013.
Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan pendekatan
problem solving, penemuan terbimbing dan konvensional. (2) membandingkan keefektifan
pendekatan problem solving dan penemuan terbimbing dengan konvensional. (3)
membandingkan keefektifan pendekatan problem solving dengan penemuan terbimbing
dalam pembelajaran matematika ditinjau dari prestasi, motivasi, dan minat belajar siswa.
Penelitian ini merupakan penelitian eksperimen semu dengan desain posttest only
multiple non-equivalent group design. Penelitian ini menggunakan dua kelompok
eksperimen dan satu kelompok kontrol. Populasi penelitian mencakup seluruh siswa kelas
VII SMP Muhammadiyah 2 Yogyakarta yang terdiri atas 9 kelas. Tiga kelas yaitu kelas
VIIA, VIIB, dan VIID ditentukan sebagai sampel menggunakan simple random sampling.
Instrumen penelitian adalah tes prestasi dengan koefisien reliabilitas
dan
Standard Error of Measurement (SEM) = 7,774, angket motivasi belajar dengan
dan SEM = 3,438, dan angket minat belajar dengan
dan SEM = 2,502. Seluruh
instrumen dinyatakan valid oleh ahli. Analisis faktor instrumen motivasi dan minat
berturut-turut menghasilkan 7 faktor dan 8 faktor dengan total variance explained adalah
60,001% dan 62,828%. Analisis data keefektifan pembelajaran meliputi: (1) uji t one
sample digunakan untuk mendeskripsikan keefektifan pembelajaran problem solving,
penemuan terbimbing dan konvensional pada masing-masing variable dependen; (2)
analisis multivariat dengan Helmert Contrast yang digunakan untuk membandingkan
keefektifan pembelajaran problem solving, penemuan terbimbing dan konvensional secara
simultan pada ketiga variabel dependen; (3) uji t digunakan untuk menganalisis model
pembelajaran mana yang lebih efektif antara pembelajaran problem solving dan
konvensional serta pembelajaran penemuan terbimbing dan konvensional ditinjau dari
prestasi, motivasi dan minat belajar matematika siswa.
Hasil penelitian ini yaitu: (1) pembelajaran matematika dengan pendekatan problem
solving dan penemuan terbimbing efektif, sedangkan pendekatan konvensional tidak efektif
ditinjau dari aspek prestasi, motivasi, dan minat belajar matematika siswa; (2) terdapat
perbedaan keefektifan pembelajaran matematika dengan pendekatan problem solving dan
pembelajaran matematika dengan penemuan terbimbing ditinjau dari aspek prestasi,
motivasi, dan minat belajar matematika siswa; (3) pembelajaran matematika dengan
problem solving lebih efektif ditinjau dari prestasi belajar siswa, dan pembelajaran
penemuan terbimbing lebih efektif ditinjau dari motivasi dan minat belajar siswa.
Kata Kunci:
problem solving, penemuan terbimbing, konvensional, prestasi,
motivasi dan minat belajar matematika siswa.
ABSTRACT
NORA OKTANIA ZUKRI. The Effectiveness of Mathematics Instruction through the
Problem Solving and Guided Inquiry Approach in Terms of Students’ Achievement,
Motivation, and Interest to Learn Mathematics.
Thesis. Yogyakarta: Graduate School, Yogyakarta State University, 2013.
This study was aimed: (1) to describe the effectiveness of problem solving and
inquiry quided and conventional Approach; 2) to compare the effectiveness between
problem solving and guided inquiry Approach and the conventional learning; 3) to compare
the effectiveness between problem solving and guided Approach in terms of students’
achievement, motivation, and interest to learn mathematics.
This study was a quasi-experimental study employing the post-test-only multiple
non-equivalent group design. It involved two experimental groups and one control group.
The research population comprised all year VII students of SMP Muhammadiyah 2
Yogyakarta consisting of nine classes. A sample of three classes VIIA, VIIB, and VIID,
was established using the random sampling technique. The instruments used in the research
were an achievement test with the reliability coefficient of
and the Standard
Error of Measurement (SEM) = 7.774, motivation questionnaire with
and the
SEM = 3.438, and interest questionnaire with
and the SEM = 2.502. All of the
instruments were judged valid by experts. The factor analysis of motivation and interest
instrument respectively produced seven factors and eight factors with the total variance
explained of 60.001% and 62.828%. The data analysis consisted of: (1) the one sample ttest carried out to investigate the effectiveness of the problem solving and guided inquiry
approaches and the conventional approach in each dependent variable; (2) the multivariate
analysis involving the Helmert Contrast carried out to investigate the difference in the
effectiveness of problem solving and guided inquiry approaches and the conventional
approach on three dependent variables simultaneously; (3) t-test carried out to analyze
which was more effective between problem solving and conventional approaches and
between guided inquiry and conventional approaches in terms of students’ achievement,
motivation, and interest to learn mathematics.
The results of the study show that: (1) problem solving and guided inquiry
approaches are effective, while the conventional approach is not effective in terms of the
three dependent variables; (2) problem solving and guided inquiry dependent are more
effective than conventional approach in terms of achievement, motivations, and interest to
learn mathematics; and (3) the problem solving approach is more effective than guided
inquiry approach in term achievement, the guided inquiry approach is more effective than
problem solving approach in terms of students’ motivation, and interest to learn
mathematics.
Keywords:
problem solving, quided inquiry, conventional learning, students’
achievemen, motivation, and interest.