PENGARUH MODEL PEMBELAJARAN MEANINGFUL INSTRUCTIONAL DESIGN (MID) TERHADAP KEMAMPUAN ANALISIS MATEMATIS DAN PENALARAN ADAPTIF MATEMATIS

Irma, Nuryani (2023) PENGARUH MODEL PEMBELAJARAN MEANINGFUL INSTRUCTIONAL DESIGN (MID) TERHADAP KEMAMPUAN ANALISIS MATEMATIS DAN PENALARAN ADAPTIF MATEMATIS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan anaisis matematis dan kemampuan adaptif matematis pada peserta didik merupakan suatu kemampuan yang sangat dibutuhkan oleh peserta didik supaya dapat menyelesaikan permasalahan matematika. Berdasarkan, hasil pra penelitian di dapatkan hasil bahwa kemampuan analisis matematis dan kemampuan penalaran adaptif matematis di SMPN 01 Banjar Margo masih rendah, ditinjau dari proses menyelesaikan maasalah yang berkaitan dengan kemampuan analisis dan penalaran peserta didik masih bingung menganalisis soal yang berhubungan dengan kehidupan di sekitarnya, sehingga menghambat proses pengidentifikasian masalah pada soal yang diberikan. Selain itu, model pembelajaran yang diterapkan oleh guru masih kurang bervariasi dan terpaku pada guru. Dalam mengatasi masalah tersebut, peneliti menerapkan model pembelajaran Meaningful Instructional Design (MID) terhadap kemampuan analisis matematis dan penalaran adaptif matematis. Penelitian ini merupakan penelitian Quasy Eksperiment. Teknik pengambilan sampel dalam penelitian ini adalah teknik simpel random sampling.sampel dalam penelitian ini adalah kelas VIII 1 sebagai kelas eksperimen dan VIII 4 sebagai kelas kontrol. Intrumen yang digunakan dalam pengumpulan data adalah tes subjektif. Teknik analisis data menggunakan yaitu uji normalitas, uji homogenitas dan uji hipotesis menggunakan uji Manova. Berdasarkan data yang telah didapat maka ditolak dan nilai α kriteria uji = 0,05 yang berarti p-value lebih besar dibandingkan nilai α kriteria uji. Demikian dapat disimpulkan bahwa terdapat pengaruh model pemebelajaran Meaningful Instructional Desgin terhadap kemampuan analisis matematis dan penalaran daptif matematis. Kata Kunci: Meaningful Instructional Design (MID) Terhadap kemampuan analisis matematis, kemampuan penalaran adaptif matematis iv ABSTRACT Mathematical analysis abilities and mathematical adaptive abilities in students are abilities that are really needed by students in order to be able to solve mathematical problems. Based on the pre-research results, it was found that mathematical analysis abilities and mathematical adaptive reasoning abilities at SMPN 01 Banjar Margo were still low, in terms of the process of solving problems related to students' analytical and reasoning abilities, they were still confused about analyzing questions related to life around them. thus hampering the process of identifying problems in the questions given. Apart from that, the learning models applied by teachers are still less varied and focused on the teacher. In overcoming this problem, researchers applied the Meaningful Instructional Design (MID) learning model to mathematical analysis and adaptive mathematical reasoning abilities. This research is a Quasy Experimental research. The sampling technique in this research was a simple random sampling technique. The samples in this research were class VIII 1 as the experimental class and VIII 4 as the control class. The instrument used in data collection is a subjective test. The data analysis techniques used are the normality test, homogeneity test and hypothesis testing using the Manova test. Based on the data that has been obtained, is rejected and the α value of the test criteria = 0.05, which means the p-value is greater than the α value of the test criteria. Thus it can be concluded that there is an influence of the Meaningful Instructional Design learning model on mathematical analysis and mathematical adaptive reasoning abilities. Keywords: Meaningful Instructional Design (MID) Regarding mathematical analysis abilities, mathematical adaptive reasoning abilities

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