PENGARUH MODEL PEMBELAJARAN CONCEPTUAL UNDERSTANDING PROCEDURES (CUPs) TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS IV SDN 4 NATAR LAMPUNG SELATAN

AGUSTINA, PANCAWANI (2023) PENGARUH MODEL PEMBELAJARAN CONCEPTUAL UNDERSTANDING PROCEDURES (CUPs) TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS IV SDN 4 NATAR LAMPUNG SELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan pemahaman konsep matematika siswa perlu dimiliki sejak duduk di sekolah dasar. Alasannya karena di sekolah dasar siswa menerima materi-materi dasar yang merupakan kunci mereka untuk dapat memahami materi-materi matematika dijenjang selanjutnya. Berdasarkan hasil pra penelitian pemahaman konsep matematika peserta didik masih rendah, siswa kurang memperhatikan apa yang guru jelaskan dan siswa masih kurang aktif dalam bertanya tentang materi yang belum dipahami. Guru telah menerapkan berbagai jenis model pembelajaran tetapi belum bisa memaksimalkan pemahaman konsep matematika peserta didik sehingga pemahaman konsep matematika peserta didik masih rendah dilihat dari hasil belajar peserta didik dimana rata-rata masih banyak yang dibawah KKM dan belum tuntas. Berdasarkan permasalahan tersebut peneliti memberikan solusi penggunaan model pembelajaran Conceptual Understanding Procedures (CUPs) dalam membantu mengembangkan kemampuan peserta didik dalam memahami konsep�konsep pembelajaran yang dianggap sulit dan menguatkan nilai Cooperatif Learning yaitu interaksi diantara para siswa dan interaksi antara guru dan siswa dalam pembentukan pengetahuan bersama. Penelitian ini menggunakan jenis penelitian eksperimen. Design penelitian yang digunakan adalah Quasi Eksperimental Design menggunakan Posttest Only Control Group Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas IV SDN 4 Natar Lampung Selatan sebanyak 81 peserta didik. Sampel yang digunakan sebanyak dua kelas yang dipilih secara acak menggunakan teknik sampling, yaitu Simpel Random Sampling. Sehingga diperoleh kelas IV B sebagai kelas eksperimen dan Kelas IV C sebagai kelas kontrol. Teknik pengumpulan data yang digunakan adalah tes pemahaman konsep matematika berupa soal uraian. Sebelum melakukan penelitian, instrumen tes diujicobakan terlebih dahulu dan dilakukan uji instrumen berupa uji validitas, uji reliabilitas, daya beda, dan uji tingkat kesukaran. Pengujian hopotesis menggunakan Independent t�test (Uji-t). Berdasarkan pengujian data hasil analisis normalitas dan homogenitas diperoleh bahwa sampel tersebut berdistribusi normal dan homogen atau varians sama. Pengujian hipotesis menggunakan Independent t-test (Uji-t) dengan taraf signifikan 5% (α = 0,05), yakni diperoleh p-Value < α (0,00 < 0,05) dan juga diperoleh didapatkan ttabel = 2,00758 dan thitung = 4,113 maka diperoleh thitung > ttabel (4,113 > iii 2,00758) yang menyatakan H0 ditolak dan H1 diterima sehingga dapat ditarik kesimpulan bahwa terdapat pengaruh yag signifikan dari model pembelajaran Conceptual Understanding Procedures (CUPs) terhadap pemahaman konsep matematika siswa kelas IV SDN 4 Natar Lampung Selatan. Kata Kunci: Model Pembelajaran Conceptual Understanding Procedures (CUPs), Pemahaman Konsep Matematika iv ABSTRACT Students need to have the ability to understand mathematical concepts since they were in elementary school. The reason is because in elementary school students receive basic material which is the key for them to be able to understand mathematics material at the next level. Based on pre-research results, students' understanding of mathematical concepts is still low, students pay less attention to what the teacher explains and students are still less active in asking questions about material they do not understand. Teachers have implemented various types of learning models but have not been able to maximize students' understanding of mathematical concepts so that students' understanding of mathematical concepts is still low seen from the students' learning outcomes where on average many are still below the KKM and have not yet completed it. Based on these problems, researchers provide a solution for using the Conceptual Understanding Procedures (CUPs) learning model to help develop students' abilities in understanding learning concepts that are considered difficult and strengthen the value of Cooperative Learning, namely interaction between students and interaction between teachers and students in the formation of shared knowledge. . This research uses an experimental type of research. The research design used is Quasi Experimental Design using Posttest Only Control Group Design. The population in this study was all class IV students at SDN 4 Natar, South Lampung, totaling 81 students. The samples used were two classes selected randomly using a sampling technique, namely Simple Random Sampling. So class IV B is obtained as the experimental class and Class IV C is the control class. The data collection technique used was a test of understanding mathematical concepts in the form of essay questions. Before conducting research, the test instrument is tried out first and instrument tests are carried out in the form of validity tests, reliability tests, distinguishability and difficulty level tests. Hypothesis testing uses the Independent t-test (t�test). Based on testing the data from normality and homogeneity analysis, it was found that the sample had a normal and homogeneous distribution or had the same variance. Hypothesis testing uses the Independent t-test (t-test) with a significance level of 5% (α = 0.05), namely obtained p-Value < α (0.00 < 0.05) and also obtained ttable = 2.00758 and tcount = 4.113, then we get tcount > ttable (4.113 > 2.00758) which states that H0 is rejected and H1 is accepted so that it v can be concluded that there is a significant influence of the Conceptual Understanding Procedures (CUPs) learning model on the understanding of mathematical concepts for class IV students at SDN 4 Natar South Lampung. Keywords: Conceptual Understanding Procedures (CUPs) Learning Model, Understanding Mathematical Concepts

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