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Journal > MIMBAR PGSD > PENGARUH MODEL PEMBELAJARAN METAKOGNITIF TERHADAP PEMAHAMAN KONSEP MATEMATIKA

 

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MIMBAR PGSD
Vol 2, No 1 (2014):
PENGARUH MODEL PEMBELAJARAN METAKOGNITIF TERHADAP PEMAHAMAN KONSEP MATEMATIKA
Article Info   ABSTRACT
Published date:
24 Dec 2013
 
Penelitian ini bertujuan untuk mengetahui: (1) deskripsi pemahaman konsep matematika siswa kelompok kontrol yang mengikuti model pembelajaran konvensional, (2) deskripsi pemahaman konsep matematika siswa kelompok eksperimen yang mengikuti pembelajaran metakognitif, (3) perbedaan pemahaman konsep matematika yang signifikan antara kelompok siswa yang dibelajarkan dengan model pembelajaran metakognitif dan siswa yang dibelajarkan dengan pembelajaran konvensional pada siswa kelas V SD di Gugus III Kecamatan Tejakula Kabupaten Buleleng Tahun Pelajaran 2013/2014. Jenis penelitian ini adalah penelitian quasi eksperimen dan menggunakan desain non- equivalent post-test only control group design. Popupasi penelitian ini adalah seluruh siswa kelas V SD di Gugus III Kecamatan Tejakula Tahun Pelajaran 2013/2014 yang berjumlah 163 orang. Sedangkan sampel yang digunakan penelitian ini berjumlah 49 orang. Tehnik pengambilan sampel adalah tehnik group random sampling, tetapi yang dirandom adalah kelas. Data dikumpulkan dengan instrumen tes pemahaman konsep berbentuk uraian. Data yang dikumpulkan dianalisis menggunakan analisis statistik deskriptif dan statistik inferensial (uji-t). Hasil analisis menunjukkan bahwa: (1) pemahaman konsep matematika siswa kelompok kontrol tergolong sedang, (2) pemahaman konsep matematika siswa kelompok eksperimen tergolong tinggi (3) terdapat perbedaan pemahaman konsep matematika yang signifikan antara kelompok siswa yang dibelajarkan dengan model pembelajaran metakognitif dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional dengan nilai thitung sebesar 7,46 dan ttab = 2,021 maka thitung lebih besar dari ttab. Berdasarkan hasil penelitian ini dapat dikatakan bahwa kelompok siswa yang dibelajarkan dengan model pembelajaran metakognitif lebih baik dibandingkan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional.Kata Kunci : Kata kunci: Model pembelajaran, metakognitif, pemahaman konsep matematika. This study aimed at : (1) describing students’ understanding of mathematical concepts based control group through conventional learning models, (2) describing students understanding of mathematical concepts based experimental group through metacognitive learning model, (3) understanding the differences of mathematical concepts significantly between groups of students who learned mathematic with metacognitive learning model and students who learned mathematic with conventional learning model at fifth grade students of elementary school at Gugus III, Tejakula Subdistrict, Buleleng Regency, in the academic year 2013/2014. The research categorized as the quasi-experimental study and it was designed using non - equivalent post-tests only for control group design. The subjects of the study were the fifth grade students of elementary school at Gugus III, Tejakula Subdistrict, Buleleng Regency, in the academic year 2013/2014 with the total number of 163 students, but the sample taken from this study were 49 students. Cluster random sampling was used at this study. Randomized sampling used only for the class. The data was collected by test of understanding the concept in the form of essay. The data was collected through statistical analysis and statistical descriptive inferential (t-test). The result of the study showed that: (1) the students understanding of mathematical concepts of students who learned with control group categorized as medium level, (2) the students’ understanding of mathematical concepts of students who learned with experimental group categorized as high level, (3) there are significantly differences in understanding mathematical concepts between students who learned with metacognitive learning model and students who learned with conventional learning models with t-count value =7.46 and t-table value = 2.021, so that t-count value is higher than t-table value . Based on these results it can be said that a group of students who learned with metacognitive learning models is better than the group of students who learned with conventional learning models.keyword : model of learning, metacognitive, math comprehension concept
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