KONTRIBUSI KECERDASAN LOGIS MATEMATIS, KETERAMPILAN METAKOGNITIF, DAN MOTIVASI BELAJAR MATEMATIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA - ., DESAK PUTU PRAMI MEITRIANI; ., PROF. DR. I MADE ARDANA, M.Pd.; ., PROF.DR. SARIYASA, M.Sc.,P.hD (Jurnal Pendidikan dan Pembelajaran Matematika Indonesia, 2017)
Tujuan dari penelitian ini untuk mengetahui kontribusi kecerdasan logis matematis, keterampilan metakognitif, dan motivasi belajar matematika terhadap kemampuan pemecahan masalah matematika, serta menggali kesalahan siswa dalam menyelesaikan masalah matematika. Penelitian ini merupakan penelitian ex post facto dengan teknik analisis jalur. Populasi penelitian adalah siswa kelas IX SMP Negeri di Kecamatan Denpasar Utara tahun 2016/2017. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Besarnya sampel penelitian adalah 695 orang. Data tentang kecerdasan logis matematis dan kemampuan pemecahan masalah matematika dikumpulkan melalui tes, keterampilan metakognitif dan motivasi belajar matematika dikumpulkan dengan angket. Selanjutnya, tes kemampuan pemecahan masalah matematika siswa dianalisis guna menggali kesalahan yang dilakukan oleh siswa Hasil penelitian menunjukkan bahwa (1) kecerdasan logis matematis berkontribusi secara langsung terhadap motivasi belajar matematika sebesar 70.5%, (2) keterampilan metakognitif berkontribusi secara langsung terhadap motivasi belajar matematika sebesar 60.2%, (3) kecerdasan logis matematis berkontribusi secara langsung terhadap kemampuan pemecahan masalah matematika sebesar 24%, (4) keterampilan metakognitif berkontribusi secara langsung terhadap kemampuan pemecahan masalah matematika sebesar 60%, (5) motivasi belajar matematika berkontribusi secara langsung terhadap kemampuan pemecahan masalah matematika sebesar 33.5%, (6) kecerdasan logis matematis dan keterampilan metakognitif berkontribusi secara simultan terhadap motivasi belajar matematika sebesar 88.4%, (7) kecerdasan logis matematis berkontribusi secara tidak langsung terhadap kemampuan pemecahan masalah matematika melalui motivasi belajar matematika sebesar 23.6 %, (8) kontribusi keterampilan metakognitif secara tidak langsung terhadap kemampuan pemecahan masalah matematika melalui motivasi belajar matematika sebesar 20.2%, (9) kontribusi kecerdasan logis matematis, keterampilan metakognitif, dan motivasi belajar matematika secara simultan terhadap kemampuan pemecahan masalah matematika sebesar 90.5%. Kata Kunci : kecerdasan, metakognitif, motivasi, dan pemecahan masalah The aims of this research was to determine the contribution of logical-mathematical intelligence, metacognitive skills, motivation to learn mathematics toward mathematics problem solving ability, and to explore student?s mistakes in solving mathematical problems. This research is an ex post facto research with technical path analysis. The population were IX grade student of secondary school in Denpasar Utara in the academic year 2016/2017. Sampling technique used is stratified cluster random sampling. The sample consisted of 695 students. Logical-mathematical intelligence and mathematics problem solving ability data were collected through an test, metacognitive skills and motivation to learn mathematics were got by using a Likert scale questionnaire. Furthermore, the test result of the students about the mathematics problem solving ability were analyzed to explore the mistake types made by the student. The result showed that: (1) logical-mathematical intelligence contributed directly toward motivation to learn mathematics at 70.5%, (2) metacognitive skills contributed directly toward motivation to learn mathematics at 60.2%, (3) logical-mathematical intelligence contributed directly toward mathematics problem solving ability at 24%, (4) metacognitive skills contributed directly toward mathematics problem solving ability at 60%, (5) motivation to learn mathematics contributed directly toward mathematics problem solving ability at 33.5%, (6) both, logical-mathematical intelligence and metacognitive skills simultaneously contributed toward motivation to learn mathematics at 88.4%, (7) logical-mathematical intelligence gave contribution indirectly toward mathematics problem solving ability through motivation to learn mathematics at 23.6%, (8) metacognitive skills gave contribution indirectly toward mathematics problem solving ability through motivation to learn mathematics at 20.2%, (9) logical-mathematical intelligence, metacognitive skills, and motivation to learn mathematics contributed simultaneously toward mathematics problem solving ability at 90.5%.keyword : Intelligence, Metacognitive, Motivation, and Problem Solving