Efektivitas metode pembelajaran PQ4R ditinjau dari kemampuan berpikir reflektif matematis dan self-concept siswa - Intan Permatasari; Sri Hastuti Noer; Pentatito Gunowibowo (PYTHAGORAS Jurnal Pendidikan Matematika, 2020)
Penelitian eksperimen semu ini bertujuan untuk menguji efektivitas metode pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, Review) ditinjau dari kemampuan berpikir reflektif dan self-concept siswa. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 12 Bandar Lampung tahun pelajaran 2019/2020 yang terdistribusi dalam sembilan kelas. Dari sembilan kelas tersebut dipilih satu kelas sebagai kelas eksperimen dan satu kelas sebagai kelas kontrol. Desain penelitian yang digunakan adalah pretest-posttest control group design. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir reflektif matematis dan angket self-concept siswa. Data hasil tes dan angket dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa persentase siswa pada kelas PQ4R dengan kemampuan berpikir reflektif matematis dan self-concept terkategori baik lebih dari 60% dari jumlah siswa, namun peningkatan kemampuan berpikir reflektif matematis dan self-concept siswa yang mengikuti pembelajaran PQ4R tidak lebih tinggi daripada peningkatan siswa yang mengikuti pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa metode pembelajaran PQ4R tidak efektif ditinjau dari kemampuan berpikir reflektif matematis dan self-concept siswa. The effectiveness of the PQ4R learning method in terms of students' mathematical reflective thinking ability and self-conceptAbstractThis quasi-experimental research aimed to examine the effectiveness of the PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning method in terms of reflective thinking ability and self-concept of students. The study population was all eighth-grade students of SMP Negeri 12 Bandar Lampung (Junior High School) for the 2019/2020 academic year, distributed in nine classes. Of the nine classes, one class was selected as the experimental class and one class as the control class. The research design used was the pretest-posttest control group design. The data was collected using a test of reflective mathematical thinking skills and a students' self-concept questionnaire. Test and questionnaire results were analyzed descriptively and inferentially. The results showed that the percentage of students in the PQ4R class with good categories in reflective mathematical thinking and self-concept was more than 60% of students' total number. The increase in mathematical reflective thinking ability and self-concept of students who took PQ4R learning was not higher than the increase in students who follow conventional learning. Thus, it can be concluded that the PQ4R learning method was ineffective in terms of students’ mathematical reflective thinking skills and self-concept.