PENGARUH MODEL PEMBELAJARAN ANCHORED INSTRUCTION TERHADAP KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI SELF RELIANCE SISWA SMP

LUSI, DEVI ANTARI (2023) PENGARUH MODEL PEMBELAJARAN ANCHORED INSTRUCTION TERHADAP KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI SELF RELIANCE SISWA SMP. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Hasil pra-penelitian di SMP N 1 Kotagajah menunjukkan bahwa 67,74% siswa yang belum mencapai KKM. Penyebab rendahnya kemampuan penalaran matematis yaitu pembelajaran yang monoton dan sulit dipahami, serta kurangnya kemandian (self reliance) saat mengerjakan soal matematika. Tujuan penelitian ini adalah (1) mengetahui perbedaan antara model pembelajaran anchored instruction dengan model pembelajaran ekspositori terhadap kemampuan penalaran matematis. (2) Mengetahui pengaruh dari self reliance terhadap kemampuan penalaran matematis. (3) Mengetahui pengaruh model pembelajaran anchored instruction terhadap kemampuan penalaran matematis ditinjau dari self reliance siswa SMP. Jenis penelitian yang digunakan yaitu Quasi Eksperimental Design dengan metode kuantitatif. Teknik pengambilan sampel menggunakan cluster random sampling. Pengambilan data instrumen yang digunakan yaitu tes kemampuan penalaran matematis materi persamaan kuadrat dan angket self reliance. Uji hipotesis menggunakan analisis variansi dua jalur. Hasil analisis variansi dua jalur diperoleh hipotesis pertama ditolak dengan nilai signifikansi 0,000 < 0,05. Artinya terdapat perbedaan antara model pembelajaran anchored instruction dengan model pembelajaran ekspositori terhadap kemampuan penalaran matematis. Hipotesis kedua ditolak, dengan nilai signifikansi 0,000 < 0,05. Artinya terdapat pengaruh dari self reliance terhadap kemampuan penalaran matematis siswa. Hipotesis ketiga diterima, dengan nilai signifikansi 0,107 > 0,05. Artinya tidak terdapat pengaruh model pembelajaran anchored instruction terhadap kemampuan penalaran matematis ditinjau dari self reliance siswa SMP. Kata Kunci : Self Reliance, Kemampuan Penalaran Matematis, Anchored Instruction. iv ABSTRACT Pre-research results at SMP N 1 Kotagajah showed that 67.74% of students had not yet reached the KKM. The causes of low mathematical reasoning abilities are monotonous and difficult to understand learning, as well as a lack of self-reliance when working on mathematics problems. The purpose of this research is (1) to determine the difference between the anchored instruction learning model and the expository learning model on mathematical reasoning abilities. (2) Knowing the effect of self-reliance on mathematical reasoning abilities. (3) Knowing the effect of the anchored instruction learning model on mathematical reasoning abilities in terms of junior high school students' self-reliance. The type of research used is Quasi Experimental Design with quantitative methods. The sampling technique uses cluster random sampling. The data collection instruments used were tests of mathematical reasoning ability, material on quadratic equations and self-reliance questionnaires. Hypothesis testing uses two-way analysis of variance. The results of the two-way analysis of variance showed that the first hypothesis H_0A was rejected with a significance value of 0.000 < 0.05. This means that there is a difference between the anchored instruction learning model and the expository learning model regarding mathematical reasoning abilities. The second hypothesis H_0B is rejected, with a significance value of 0.000 < 0.05. This means that there is an influence of self-reliance on students' mathematical reasoning abilities. The third hypothesis H_0AB is accepted, with a significance value of 0.107 > 0.05. This means that there is no influence of the anchored instruction learning model on mathematical reasoning abilities in terms of junior high school students' self-reliance. Keywords: Self Reliance, Mathematical Reasoning Ability, Anchored Instruction.

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