PENGARUH PENDEKATAN PEMBELAJARAN KONTEKSTUAL DISERTAI ASESMEN KINERJA TERHADAP PRESTASI BELAJAR KONSEP DASAR MATEMATIKA DENGAN KOVARIABEL KEMAMPUAN NUMERIK DAN MOTIVASI BERPRESTASI - Nendi, F.; Dantes, Nyoman; Suarni, Ni Ketut (UNIVERSITAS PENDIDIKAN GANESHA, 2013)
ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan pembelajaran kontekstual disertai asesmen kinerja terhadap prestasi belajar konsep dasar matematika dengan kovariabel kemampuan numerik dan motivasi berprestasi. Populasi penelitian adalah mahasiswa semester II PGSD STKIP Santo Paulus Ruteng berjumlah 634 orang. Sampel pada penelitian ini menggunakan teknik random sampling. Pengambilan sampel dilakukan secara random kelas berjumlah 126 orang. Penelitian ini dirancang dalam bentuk quasi eksperiment dengan desain posttest only control group design. Data dikumpulkan dengan menggunakan angket motivasi berprestasi, tes kemampuan numerik dan tes prestasi belajar konsep dasar matematika. Data dianalisis menggunakan ANAKOVA. Hasil penelitian menunjukan bahwa, 1) terdapat perbedaan prestasi belajar konsep dasar matematika mahasiswa yang mengikuti pembelajaran kontekstual disertai asesmen kinerja dengan konvensional (Fhitung=14,46>Ftabel=3.94); 2) terdapat perbedaan prestasi belajar konsep dasar matematika mahasiswa yang mengikuti pendekatan pembelajaran kontekstual disertai asesmen kinerja dan konvensional setelah dikendalikan kemampuan numerik (Fhitung=30.86>Ftabel=3.94); 3) terdapat perbedaan prestasi belajar konsep dasar matematika mahasiswa yang mengikuti pendekatan pembelajaran kontekstual disertai asesmen kinerja dan konvensional setelah dikendalikan motivasi berprestasi (Fhitung=27.03>Ftabel=3.94); 4) terdapat perbedaan prestasi belajar konsep dasar matematika mahasiswa yang mengikuti pendekatan pembelajaran kontekstual disertai asesmen kinerja dengan konvensional setelah dikendalikan kemampuan numerik dan motivasi berprestasi (Fhitung=20.31>Ftabel=3.94); dan 5) terdapat kontribusi yang signifikan secara simultan kemampuan numerik & motivasi berprestasi terhadap prestasi belajar konsep dasar matematika dengan koefisien determinan sebesar 29.5%. Kata-kata Kunci: kontekstual, asesmen, numerik, motivasi, dan prestasi ABSTRACT This research aimed to investigate the effect of contextual approach with performance assessment toward basic concept of mathematic achievement with co-variable numeric ability and achievement motivation. The population was the first grade students of PGSD of Sint Paul College of Education Ruteng which altogether 634 students. The sample was obtained by random sampling technique. Sample was taken through class random sampling which altogether 126 students. The research was quasi-experimental by using posttest only control group design. Instrument used was questionnaire, numeric test, and achievement test. The data were analyzed by one-way ANACOVA. The result indicates that 1) there was a difference in the basic concept of mathematic achievement between students who were taught by using contextual approach with performance assessment and conventional (Fob=14.46>Fcv=3.94); 2) there was a difference in the basic concept of mathematic achievement between students who were taught by using contextual approach with performance assessment and conventional after controlling numeric ability (Fob=20.31>Fcv=3.94); 3) there was a difference in the basic concept of mathematic achievement between students who were taught by using contextual approach with performance assessment and conventional after controlling achievement motivation (Fob=30.86>Fcv=3.94); 4) there was a difference in the basic concept of mathematic achievement between students who were taught by using contextual approach with performance assessment and conventional after controlling numeric ability and achievement motivation (Fob=27.03>Fcv=3.94); and 5) there was significantly contribution numeric ability & achievement motivation toward basic concept of mathematic achievement with determinant coefficient was 29.5%. Key words: contextual, assessment, numeric, motivation, and achievement.