PENGARUH MODEL PEMBELAJARAN POGIL (PROCESS ORIENTED GUIDED INQUIRY LEARNING) DAN AQ (ADVERSITY QUOTIENT) TERHADAP KEMAMPUAN KONEKSI MATEMATIS DAN METAKOGNITIF SISWA

NUR, TRIANI (2024) PENGARUH MODEL PEMBELAJARAN POGIL (PROCESS ORIENTED GUIDED INQUIRY LEARNING) DAN AQ (ADVERSITY QUOTIENT) TERHADAP KEMAMPUAN KONEKSI MATEMATIS DAN METAKOGNITIF SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk melihat adanya pengaruh model pembelajaran POGIL dan AQ terhadap kemampuan koneksi matematis dan metakognitif siswa. Pada laporan PISA (Program for International Student Assessment) terbaru 2022 untuk kategori matematika Indonesia berada di peringkat 12 terbawah (69) dengan skor rata-rata 366. Berdasarkan laporan tersebut, fenomena Indonesia dalam kategori matematika terlihat menurun jika dibandingkan dengan laporan PISA 2018 yaitu dengan skor rata-rata 379. Bersumber dari hasil pra-penelitian yang diperoleh bahwa kemampuan koneksi matematis dan metakognitif siswa masih rendah. Untuk mengatasi permasalahan tersbeut maka perlu adanya penggunaan model pembelajaran yang menarik. Selain model pembelajaran ada faktor lain yang menunjang kemampuan koneksi matematika dan kemampuan metakognitif siswa. Salah satunya Adversity Quotient atau yang biasa disingkat AQ. Penelitian ini merupakan penelitian kuantitatif jenis Quasy Eksperimental Design. Subyek penelitian ini adalah siswa kelas VII SMP Negeri 1 Banjar Baru dengan jumlah populasi 153 siswa. Sampel dalam penelitian ini adalah kelas VIII E sebagai kelas eksperimen dengan menggunakan model POGIL dan kelas VIII A sebagai kelas kontrol dengan menggunakan model Direct Intruction. Teknik pengumpulan data berupa angket dan tes. Pengujian hipotesis dalam penelitian ini menggunakan uji Manova dua arah (Two Way Manova). Berdasarkan hasil penelitian dan pembahasan diperoleh kesimpulan bahwa 1) Terdapat pengaruh model pembelajaran POGIL terhadap kemampuan koneksi matematis siswa. Kemampuan koneksi matematis siswa lebih baik dengan menerapkan model pembelajaran POGIL dibanding Direct Intruction. 2) Terdapat pengaruh model pembelajaran POGIL terhadap kemampuan metakognitif siswa. Kemampuan metakognitif siswa lebih baik dengan menerapkan model pembelajaran POGIL dibanding Direct Intruction. 3) Terdapat pengaruh model pembelajaran POGIL terhadap kemampuan koneksi matematis dan metakognitif siswa. Kemampuan koneksi matematis iv dan metakognitif siswa lebih baik dengan menerapkan model pembelajaran POGIL dibanding Direct Intruction. 4) Terdapat pengaruh Adversity Quotient (AQ) terhadap kemampuan koneksi matematis siswa. Kemampuan koneksi matematis siswa lebih baik dengan AQ tinggi dibandingkan AQ sedang dan rendah. 5) Terdapat pengaruh Adversity Quotient (AQ) terhadap kemampuan metakognitif siswa. Kemampuan metakognitif siswa lebih baik dengan AQ tinggi dibandingkan AQ sedang dan rendah. 6) Terdapat pengaruh Adversity Quotient (AQ) terhadap kemampuan koneksi matematis dan metakognitif siswa. Kemampuan koneksi matematis dan metakognitif siswa lebih baik dengan AQ tinggi dibandingkan AQ sedang dan rendah. 7) Terdapat pengaruh model pembelajaran POGIL dan Adversity Quotient (AQ) terhadap kemampuan koneksi matematis siswa. Kemampuan koneksi matematis siswa lebih baik dengan menerapkan model pembelajaran POGIL dibandingkan Direct Intruction dan siswa lebih baik dengan AQ tinggi dibandingkan AQ sedang dan rendah. 8) Terdapat pengaruh model pembelajaran POGIL dan Adversity Quotient (AQ) terhadap kemampuan metakognitif siswa. Kemampuan metakkognitif siswa lebih baik dengan menerapkan model pembelajaran POGIL dibandingkan Direct Intruction dan siswa lebih baik dengan AQ tinggi dibandingkan AQ sedang dan rendah. 9) Terdapat pengaruh model pembelajaran POGIL dan Adversity Quotient (AQ) terhadap kemampuan koneksi matematis dan metakognitif siswa. Kemampuan koneksi matematis dan metakognitif siswa lebih baik dengan menerapkan model pembelajaran POGIL dibandingkan Direct Intruction dan siswa lebih baik dengan AQ tinggi dibandingkan AQ sedang dan rendah. Kata Kunci: Model Pembelajaran POGIL, Kemampuan Koneksi Matematis, Kemampuan Metakognitif, dan Adversity Quotient. v ABSTRACT This study aims to see the influence of the POGIL and AQ learning models on students' mathematical and metacognitive connection abilities. In the latest 2022 PISA (Program for International Student Assessment) report for the mathematics category, Indonesia is ranked 12th from the bottom (69) with an average score of 366. Based on this report, Indonesia's phenomenon in the mathematics category has decreased when compared to the 2018 PISA report, namely with an average score of 379. Based on the results of the pre-research obtained, students' mathematical and metacognitive connection abilities are still low. To overcome this problem, it is necessary to use an interesting learning model. In addition to the learning model, there are other factors that support students' mathematical connection abilities and metacognitive abilities. One of them is Adversity Quotient or commonly abbreviated as AQ. This research is a quantitative research type of Quasy Experimental Design. The subjects of this study were students of class VII of SMP Negeri 1 Banjar Baru with a population of 153 students. The sample in this study was class VIII E as an experimental class using the POGIL model and class VIII A as a control class using the Direct Instruction model. Data collection techniques were in the form of questionnaires and tests. Hypothesis testing in this study used a two-way Manova test. Based on the results of the study and discussion, it was concluded that 1) There is an influence of the POGIL learning model on students' mathematical connection abilities. Students' mathematical connection abilities are better by applying the POGIL learning model than Direct Instruction. 2) There is an influence of the POGIL learning model on students' metacognitive abilities. Students' metacognitive abilities are better by applying the POGIL learning model than Direct Instruction. 3) There is an influence of the POGIL learning model on students' mathematical and metacognitive connection abilities. Students' mathematical and metacognitive connection abilities are better by implementing the POGIL learning vi model compared to Direct Instruction. 4) There is an influence of Adversity Quotient (AQ) on students' mathematical connection abilities. Students' mathematical connection abilities are better with high AQ compared to medium and low AQ. 5) There is an influence of Adversity Quotient (AQ) on students' metacognitive abilities. Students' metacognitive abilities are better with high AQ compared to medium and low AQ. 6) There is an influence of Adversity Quotient (AQ) on students' mathematical and metacognitive connection abilities. Students' mathematical and metacognitive connection abilities are better with high AQ compared to medium and low AQ. 7) There is an influence of the POGIL learning model and Adversity Quotient (AQ) on students' mathematical connection abilities. Students' mathematical connection abilities are better by implementing the POGIL learning model compared to Direct Instruction and students are better with high AQ compared to medium and low AQ. 8) There is an influence of the POGIL learning model and Adversity Quotient (AQ) on students' metacognitive abilities. Students' metacognitive abilities are better by implementing the POGIL learning model compared to Direct Instruction and students are better with high AQ compared to medium and low AQ. 9) There is an influence of the POGIL learning model and Adversity Quotient (AQ) on students' mathematical connection and metacognitive abilities. Students' mathematical connection and metacognitive abilities are better by implementing the POGIL learning model compared to Direct Instruction and students are better with high AQ compared to medium and low AQ. Keywords: POGIL Learning Model, Mathematical Connection Ability, Metacognitive Ability, and Adversity Quotient.

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