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All Journal Jurnal Karya Pendidikan Matematika Jurnal Riset Pendidikan Matematika
Widha Nur Shanti
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Decision Sciences, Operations Research & Management Education Mathematics

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PENGARUH PENDEKATAN PROBLEM POSING DAN CTL TERHADAP KEMAMPUAN BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA BAGI SISWA SMA Widha Nur Shanti; Dyahsih Alin Sholihah; Ahmad Anis Abdullah
Jurnal Karya Pendidikan Matematika Vol 5, No 2 (2018): Jurnal Karya Pendidikan Matematika Volume 5 Nomor 2 Tahun 2018
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.419 KB) | DOI: 10.26714/jkpm.5.2.2018.49-57

Abstract

This study aims to determine the effect of the Problem Posing approach and the Contextual Teaching and Learning (CTL) approach to critical thinking skills. This study is a quasi-experimental study with randomize design pretest-posttest control group design. The population of this study were all class X students of SMA Negeri 1 Sentolo consisting of six classes. From the population, two classes were randomly sampled as the research sample, namely class X MIA 3 and class X MIA 1. In class X MIA 3 students applied learning using the Problem Posing approach and class X MIA 1 students used the CTL approach. The instrument used to collect data is a test of critical thinking skills. To examine the effect of the Problem Posing approach and the CTL approach on critical thinking ability data were analyzed using the t test. The results showed that there were differences in the ability to think critically between classes with learning using the Problem Posing approach and the classroom with learning using the CTL approach, with the average students 'critical thinking skills in the class with the Problem Posing approach higher than the students' critical thinking skills. in the class with the CTL approach.
KEEFEKTIFAN PENDEKATAN PROBLEM SOLVING DAN PROBLEM POSING DENGAN SETTING KOOPERATIF DALAM PEMBELAJARAN MATEMATIKA Widha Nur Shanti; Agus Maman Abadi
Jurnal Riset Pendidikan Matematika Vol 2, No 1: May 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (562.707 KB) | DOI: 10.21831/jrpm.v2i1.7155

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif) dan membandingkan keefektifan pendekatan problem posing dengan setting kooperatif dan pendekatan problem solving dengan setting kooperatif pada pembelajaran matematika ditinjau dari ketercapaian standar kompeten-si, kemampuan berpikir kritis, dan kecerdasan emosional siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi sampelnya adalah siswa Kelas X SMA Negeri 1 Pengasih dan siswa Kelas X2 dan X3.Untuk menguji keefektifan pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif), data dianalisis menggunakan uji one sample t-test. Untuk menguji bahwa pendekatan problem posing dengan setting kooperatif lebih efektif daripada pendekatan problem solving dengan setting kooperatif, data dianalisis menggunakan MANOVA yang dilanjutkan dengan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran (problem solving dengan setting kooperatif dan problem posing dengan setting kooperatif) efektif dan pendekatan problem posing dengan setting kooperatif lebih efektif daripada pendekatan problem solving dengan setting kooperatif pada pembelajaran matematika ditinjau dari ketercapaian standar kompetensi, kemampuan berpikir kritis, dan kecerdasan emosional siswa. Kata Kunci: pendekatan problem solving dengan setting kooperatif, pendekatan problem posing dengan setting kooperatif, ketercapaian standar kompetensi, kemampuan berpikir kritis, kecerdasan emosional.   THE EFFECTIVENESS OF COOPERATIVE PROBLEM SOLVING AND COOPERATIVE PROBLEM POSING APPROACHES IN MATHEMATICS LEARNING Abstract This study aims to describe the effectiveness of the cooperative problem solving and cooperative problem posing approaches and the more effectiveness of the cooperative problem posing approach than cooperative problem solving approach in in mathematics learning viewed from the achievement of competency, critical thinking ability, and student’s emotional intelligence. This study was a quasi experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year X students, consisting of 6 classes of SMA Negeri 1 Pengasih. From the population, two classes, Class X2 and Class X3, were selected randomly as the research sample. To test the effectiveness of the cooperative problem solving and cooperative problem posing approach, the one sample t-test was carried out. Then, to compare the effectiveness of the cooperative problem posing approach with the cooperative problem solving approach, the MANOVA was carried out and then continued by the t-Bonferroni test. The results of the study show that the cooperative problem solving and cooperative problem posing approaches are effective and the cooperative problem posing approach is more effective than the cooperative problem solving approach in mathematics learning viewed from the achievement of competency, critical thinking ability, and student’s emotional intelligence. Keywords: the cooperative problem solving approach, the cooperative problem posing approach, achievement of competency, critical thinking ability, emotional intelligence.
Co-Authors Agus Maman Abadi Ahmad Anis Abdullah Dyahsih Alin Sholihah