PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING BERBANTUAN APLIKASI PREZI TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DITINJAU DARI KEMANDIRIAN BELAJAR

FRENALDI, ALHAFIDZ (2026) PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING BERBANTUAN APLIKASI PREZI TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DITINJAU DARI KEMANDIRIAN BELAJAR. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemahaman konsep matematis dan kemandirian belajar peserta didik kelas VIII MTs Darul A’mal. Proses pembelajaran yang masih didominasi metode konvensional menyebabkan peserta didik cenderung pasif dalam mengikuti kegiatan belajar. Penelitian ini bertujuan untuk mengetahui: (1) pengaruh model pembelajaran Reciprocal Teaching berbantuan aplikasi Prezi terhadap kemampuan pemahaman konsep matematis peserta didik, (2) pengaruh kemandirian belajar terhadap kemampuan pemahaman konsep matematis peserta didik, dan (3) interaksi antara model pembelajaran Reciprocal Teaching berbantuan aplikasi Prezi dan kemandirian belajar terhadap kemampuan pemahaman konsep matematis peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi experiment Pengumpulan data dilakukan melalui tes kemampuan pemahaman konsep matematis dan angket kemandirian belajar. Analisis data menggunakan uji ANOVA dua arah setelah memenuhi uji prasyarat normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa model pembelajaran Reciprocal Teaching berbantuan aplikasi Prezi berpengaruh signifikan terhadap kemampuan pemahaman konsep matematis peserta didik dengan nilai signifikansi 0,000 < 0,05. Kemandirian belajar juga berpengaruh signifikan terhadap kemampuan pemahaman konsep matematis dengan nilai signifikansi 0,003 < 0,05. Interaksi antara model pembelajaran dan kemandirian belajar menunjukkan hasil signifikan dengan nilai signifikansi 0,011 < 0,05. Peserta didik yang belajar menggunakan model Reciprocal Teaching berbantuan Prezi memperoleh hasil yang lebih baik dibandingkan peserta didik yang mengikuti pembelajaran konvensional. Peserta didik dengan tingkat kemandirian belajar tinggi juga menunjukkan kemampuan pemahaman konsep matematis yang lebih baik dibandingkan peserta didik dengan tingkat kemandirian belajar rendah. Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran Reciprocal Teaching berbantuan aplikasi Prezi dan kemandirian belajar berpengaruh terhadap kemampuan pemahaman konsep matematisiii peserta didik, serta terdapat interaksi antara kedua variabel tersebut dalam meningkatkan kemampuan pemahaman konsep matematis. ABSTRACK This study was motivated by the low level of students' mathematical conceptual understanding and learning independence among eighth-grade students at MTs Darul A’mal. The learning process, which is still dominated by conventional teaching methods, tends to make students passive in participating in learning activities. This study aimed to determine: (1) the effect of the Reciprocal Teaching learning model assisted by the Prezi application on students' mathematical conceptual understanding, (2) the effect of learning independence on students' mathematical conceptual understanding, and (3) the interaction between the Reciprocal Teaching learning model assisted by the Prezi application and learning independence on students' mathematical conceptual understanding. This study employed a quantitative approach using a quasiexperimental method. Data were collected through a mathematical conceptual understanding test and a learning independence questionnaire. Data analysis was conducted using a two-way ANOVA test after fulfilling the prerequisites of normality and homogeneity tests. The results showed that the Reciprocal Teaching learning model assisted by the Prezi application had a significant effect on students' mathematical conceptual understanding, with a significance value of 0.000 < 0.05. Learning independence also had a significant effect on students' mathematical conceptual understanding, with a significance value of 0.003 < 0.05. The interaction between the learning model and learning independence was found to be significant, with a significance value of 0.011 < 0.05. Students who learned through the Reciprocal Teaching model assisted by the Prezi application achieved better results than those who participated in conventional learning. Students with a high level of learning independence also demonstrated better mathematical conceptual understanding than those with a low level of learning independence. Based on the findings, it can be concluded that the Reciprocal Teaching learning model assisted by the Prezi application and learning independence significantly influence students' mathematical conceptual understanding. Furthermore, there is a significant interaction between these two variables in improving students' mathematical conceptual understanding.

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