ABSTRACT

Rena Fadilah Malik (2015). Learning of Methaporical Thinking Approach  to Improve Concept Understanding Ability, Mathematics Reasoning, and Self Confidence of Junior High School Students

The main purpose of this mixed ethods research with embedeed design is to know the imvrovment of the ability of mathematical concepts understanding, mathematical reasoning and self confidence of student who has study by methaporical thinking approach and also student who has study by conventional approach. This study is non-equivalen groups design for cognitive group meanwhile for affective group is using static group comparation design. Population in this study is the student of Rancaekek 2 Juniors High School. Subjects is divided into an experimental group and control group. The experimental group experiment to get the learning of mathematics with Methaporical Thinking, while the control group get conventional approach to learning mathematics. Subjects is divided into an experimental group and control group. The experimental group experiment to get the learning of mathematics with Methaporical Thinking, while the control group get conventional approach to learning mathematics. The research instrument consisted of mathematical concepts understanding ability, reasoning ability test and also questionnaire of self confidence. The Data analysis by Two Ways ANOVA for mathematical concept understanding ability and self confidence but Kruskall-Wallis for reasoning ablity. Based on the results of data processing can be concluded: (1) Improved the ability of understanding mathematical concepts that students acquire learning model mathematics with methaporical thinking is better than the students who get conventional approach refer to whole KAM; (2) Improved the reasoning ability that students acquire learning model mathematics with methaporical thinking is better than the students who get conventional approach refer to KAM; (3) Student’s Self-confidnce who acquire learning model mathematics with methaporical thinking is better than the students who get conventional approach refer to KAM; (4) There is positive effect between mathematical concept understanding ability and student’s self confidence who acquire learning model mathematics with methaporical thinking; (5) There is positive effect between mathematical concept understanding ability and student’s self confidence who acquire learning model mathematics with methaporical thinking; (6)  Student’s activity on following learning model mathematics with methaporical thinking have improvement.

Keywords:  Understanding Ability of Mathematical Concepts, Reasoning Ability, Self-Confidence, Methaporical Thinking. 

ABSTRAK

Rena Fadilah Malik, (2015). Pembelajaran dengan Pendekatan Methaporical Thinking untuk Meningkatkan Kemampuan Pemahaman Konsep, Penalaran Matematis, dan Self Confidance Siswa SMP.
Tujuan utama penelitian Mixed Methods dengan tipe Embedeed Design ini adalah untuk mengetahui peningkatan kemampuan pemahaman dan penalaran matematis serta self confidence siswa yang belajar melalui pendekatan methaporical thinking  dan siswa yang memperoleh pembelajaran konvensional. Penelitian ini menggunakan desain kelompok kontrol non ekuivalen untuk aspek kognitif, sedangkan aspek afektif menggunakan desain perbandingan kelompok statik. Populasi dalam penelitian ini adalah siswa kelas VIII SMPN 2 Rancaekek. Sampel terdiri atas satu kelas sebagai kelompok eksperimen, yang memperoleh pembelajaran dengan pendekatan methaporical thinking, dan satu kelas sebagai kelompok konvensional yang memperoleh pembelajaran biasa. Instrumen yang digunakan dalam penelitian ini terdiri dari tes kemampuan pemahaman konsep dan penalaran matematis siswa serta angket self confidance. Data dianalisis dengan uji ANOVA dua Jalur untuk kemampuan pemahaman dan Kruskall-Wallis untuk kemampuan penalaran dan untuk self confidance menggunakan uji ANOVA dua jalur. Berdasarkan hasil analisis diperoleh kesimpulan bahwa: (1) Peningkatan kemampuan pemahaman matematis siswa yang mendapatkan pembelajaran melalui pendekatan metaphorical thinking lebih baik daripada siswa yang mendapat pembelajaran konvensional ditinjau dari keseluruhan dan KAM; (2) Peningkatan kemampuan penalaran matematis siswa yang mendapatkan pembelajaran melalui pendekatan metaphorical thinking lebih baik daripada siswa yang mendapat pembelajaran konvensional ditinjau dari KAM; (3) Self-confidence siswa yang mendapatkan pembelajaran melalui pendekatan metaphorical thinking lebih baik daripada siswa yang mendapat pembelajaran konvensional ditinjau dari KAM; (4) Terdapat pengaruh positif antara kemampuan pemahaman konsep matematis dan self confidence siswa yang mendapatkan pembelajaran melalui pendekatan metaphorical thinking; (5) Terdapat pengaruh positif antara kemampuan penalaran matematis dan self confidence siswa yang mendapatkan pembelajaran melalui pendekatan metaphorical thinking; (6) Terdapat peningkatan aktivitas siswa yang mendapatkan pendekatan metaphorical thinking.

Kata Kunci:	kemampuan pemahaman, kemampuan penalaran matematis, Self confidence, Methaporical Thinking.