PENGARUH MODEL PEMBELAJARAN M-APOS BERBASIS COMPUTATIONAL THINKING APPROACH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI THINKING STYLE SISWA

AYU, CAHYANI (2026) PENGARUH MODEL PEMBELAJARAN M-APOS BERBASIS COMPUTATIONAL THINKING APPROACH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI THINKING STYLE SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan pemecahan masalah matematis merupakan salah satu kompetensi penting dalam pembelajaran matematika, namun kemampuan tersebut masih tergolong rendah. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran M-APOS berbasis Computational Thinking Approach terhadap kemampuan pemecahan masalah matematis ditinjau dari thinking style siswa. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen semu menggunakan rancangan NonEquivalent Control Group Design. Populasi penelitian adalah siswa kelas X SMKN 7 Bandar Lampung. Sampel penelitian terdiri atas kelas X DKV 1 dan X KK 2 sebagai kelas eksperimen serta kelas X KK 1 dan X DKV 2 sebagai kelas kontrol yang dipilih menggunakan teknik Cluster Random Sampling. Data dikumpulkan melalui tes, angket, observasi, dan dokumentasi, kemudian dianalisis menggunakan ANOVA dua jalur. Hasil penelitian menunjukkan bahwa model pembelajaran M-APOS berbasis Computational Thinking Approach berpengaruh terhadap kemampuan pemecahan masalah matematis siswa. Siswa yang belajar menggunakan model tersebut memiliki kemampuan pemecahan masalah matematis yang lebih baik dibandingkan siswa yang belajar menggunakan model Problem-Based Learning (PBL). Selain itu, tidak terdapat perbedaan kemampuan pemecahan masalah matematis berdasarkan thinking style maupun interaksi antara model pembelajaran dan thinking style ABSTRACT Mathematical problem-solving ability is an essential competency in mathematics learning; however, students’ abilities in this area remain relatively low. Therefore, this study aimed to examine the effect of the M-APOS learning model based on a Computational Thinking approach on students’ mathematical problem-solving abilities viewed from their thinking styles. This quantitative study employed a quasiexperimental method with a Non-Equivalent Control Group Design. The population consisted of tenth-grade students at SMKN 7 Bandar Lampung, with classes X DKV 1 and X KK 2 serving as the experimental groups and classes X KK 1 and X DKV 2 as the control groups, selected through Cluster Random Sampling. Data were collected using tests, questionnaires, observations, and documentation and analyzed using Two-Way ANOVA. The results showed that the MAPOS learning model based on a Computational Thinking approach significantly affected students’ mathematical problem-solving abilities. Students who learned through this model achieved better mathematical problem-solving abilities than those who learned through the Problem-Based Learning model. Furthermore, no significant differences were found in mathematical problem-solving abilities based on thinking style, and no interaction was identified between the learning model and thinking style. Thus, the M-APOS learning model based on a Computational Thinking approach can be used as an alternative to improve students’ mathematical problemsolving abilities.

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