PENGARUH MODEL PEMBELAJARAN MID TERHADAP KEMAMPUAN PENALARAN DAN REPRESENTASI MATEMATIS DITINJAU DARI GAYA KOGNITIF PESERTA DIDIK

NEVITA, PUTRI WULANDINI (2024) PENGARUH MODEL PEMBELAJARAN MID TERHADAP KEMAMPUAN PENALARAN DAN REPRESENTASI MATEMATIS DITINJAU DARI GAYA KOGNITIF PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan penalaran matematis merupakan kegiatan suatu proses atau suatu aktivitas berpikir untuk menarik kesimpulan atau membuat suatu pernyataan baru yang benar berdasarkan pada beberapa pernyataan yang kebenarannya telah dibuktikan atau diasumsikan sebelumnya. Berdasarkan hasil pra penelitian menunjukkan bahwa kemampuan penalaran dan representasi matematis peserta didik SMP Islam Nurul Iman Lampung Timur masih rendah, terlihat dalam proses penyelesaian masalah, siswa kurang mampu dalam memahami maksud dari soal, tidak mengoreksi kembali jawaban setelah mengerjakan soal dan tidak mencari alternatif lain dari permasalahan soal tersebut. Untuk mengatasi masalah tersebut, dilakukan penelitian dengan menggunakan model Meaningful Intructional Design (MID). Penelitian ini bertujuan untuk mengetahui adakah pengaruh model pembelajaran Meaningful Intructional Design (MID) terhadap kemampuan penalaran dan representasi matematis ditinjau dari gaya kognitif peserta didik. Penelitian ini merupakan penelitian Quasy Eksperimental Design. Populasi penelitian ini merupakan siswa kelas VIII SMP Islam Nurul Iman Lampung Timur. Teknik pengambilan sampel dengan cluster random sampling. Teknik pengumpulan data yang digunakan adalah tes kemampuan penalaran matematis, tes kemampuan representasi matematis dan angket gaya kognitif peserta didik. Pengujian hipotesis menggunakan two way manova, dengan taraf signifikan 5%. Sebelumnya dilakukan uji prasyarat yang meliputi uji normalitas dan uji homogenitas. Pengolahan data ini menggunakan bantuan SPSS 25 dan MS. Excel. Hasil penelitian ini menunjukkan bahwa (1) Terdapat pengaruh model pembelajaran Meaningful Intructional Design (MID) dan model pembelajaran ekspositori terhadap kemampuan penalaran matematis. Kemampuan penalaran matematis lebih baik dengan menerapkan model Meaningful Intructional Design dibandingkan dengan menerapkan model pembelajaran ekspositori. (2) Terdapat pengaruh model pembelajaran Meaningful Intructional Design (MID) dan model pembelajaran ekspositori terhadap kemampuan representasi matematis. Kemampuan representasi matematis lebih baik dengan menerapkan model Meaningful pembelajaran ekspositori. (3) Terdapat pengaruh gaya kognitif terhadap kemampuan penalaran matematis peserta didik. (4) Terdapat pengaruh gaya kognitif terhadap kemampuan representasi matematis peserta didik. (5) Tidak terdapat interkasi antara model pembelajaran Meaningful iv Intructional Design (MID), model pembelajaran ekspositori dan gaya kognitif terhadap kemampuan penalaran matematis peserta didik. (6) Tidak terdapat interkasi antara model pembelajaran Meaningful Intructional Design (MID), model pembelajaran ekspositori dan gaya kognitif terhadap kemampuan representasi matematis peserta didik. Kata Kunci : Meaningful Intructional Design (MID), kemampuan penalaran matematis, kemampuan representasi matematis, gaya kognitif. v ABSTRACT Mathematical reasoning ability is a process or thinking activity to draw conclusions or make a new statement that is true based on several statements whose truth has been previously proven or assumed. Based on the results of pre-research, it shows that the reasoning and mathematical representation abilities of students at Nurul Iman Islamic Middle School in East Lampung are still low, it can be seen that in the problem solving process, students are less able to understand the meaning of the questions, do not correct their answers after working on the questions and do not look for other alternatives. the problem with this matter. To overcome this problem, research was conducted using the Meaningful Instructional Design (MID) model. This research aims to determine whether there is an influence of the Meaningful Instructional Design (MID) learning model on mathematical reasoning and representation abilities in terms of students' cognitive styles. This research is a Quasy Experimental Design research. The population of this study were students in class VIII of Nurul Iman Islamic Middle School, East Lampung. The sampling technique is cluster random sampling. The data collection techniques used were mathematical reasoning ability tests, mathematical representation ability tests and student cognitive style questionnaires. Hypothesis testing uses two way MANOVA, with a significance level of 5%. Previously, prerequisite tests were carried out which included normality tests and homogeneity tests. This data processing uses SPSS 25 and MS. Excel. The results of this research show that (1) There is an influence of the Meaningful Instructional Design (MID) learning model and the expository learning model on mathematical reasoning abilities. Mathematical reasoning abilities are better by applying the Meaningful Instructional Design model compared to applying the expository learning model. (2) There is an influence of the Meaningful Instructional Design (MID) learning model and the expository learning model on mathematical representation abilities. Mathematical representation abilities are better by applying the Meaningful model of expository learning. (3) There is an influence of vi cognitive style on students' mathematical reasoning abilities. (4) There is an influence of cognitive style on students' mathematical representation abilities. (5) There is no interaction between the Meaningful Instructional Design (MID) learning model, expository learning model and cognitive style on students' mathematical reasoning abilities. (6) There is no interaction between the Meaningful Instructional Design (MID) learning model, expository learning model and cognitive style on students' mathematical representation abilities. Keywords: Meaningful Instructional Design (MID), mathematical reasoning ability, mathematical representation ability, cognitive style

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