Pengaruh Pembelajaran Matematika Realistik Terhadap Kemampuan Pemahaman Matematis dan Keyakinan Diri Siswa SMP

Abstract

Rendahnya kemampuan pemahaman matematis dan keyakinan diri siswa menyebabkan siswa kesulitan dalam memahami materi dan menyelesaikan permasalahan, sehingga siswa merasa takut akan pelajaran matematika yang diyakini terasa sulit. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran matematika realistik terhadap kemampuan pemahaman matematis dan keyakinan diri siswa. Metode penelitian yang dilakukan adalah quasi eksperimen dengan populasi seluruh siswa kelas VII SMP Negeri 14 Kota Cirebon. Teknik pengambilan sampel yang digunakan yaitu teknik sampel purposive dengan jumlah siswa sebanyak 68 orang. Instrumen yang digunakan yaitu soal kemampuan pemahaman matematis, angket respons dan angket keyakinan diri. Analisis yang digunakan yaitu analisis uji perbedaan rata-rata kemampuan pemahaman matematis. Hasil dari penelitian ini adalah: (1) terdapat pengaruh yang dilihat dari perbedaan rata-rata nilai kemampuan pemahaman matematis siswa dengan nilai kemampuan pemahaman matematis siswa pada kelas eksperimen lebih baik dibandingkan dengan kelas kontrol; (2) Keyakinan diri siswa dalam pembelajaran matematika realistik menunjukkan kriteria kuat. Hal ini dapat ditunjukkan dengan besarnya persentase rata-rata angket skala keyakinan diri siswa sebesar 66,58%. (3) Respons siswa dalam pembelajaran matematika realistik menunjukkan kriteria kuat. Hal ini ditunjukkan dengan besarnya persentase rata-rata angket respons siswa sebesar 67,36%. Pembelajaran matematika realistik dapat dijadikan sebagai alternatif dalam mengembangkan kemampuan pemahaman matematis dan keyakinan diri siswa.

The Effect of Realistic Mathematics Education Approach on Mathematical Problem Solving Ability

“…The results of the data analysis show that the RME approach provides equal opportunities for students to solve contextual problems for both students who have high self-efficacy and students who have low self-efficacy. This is in line with the opinion of Zulkardi (Nursiddik, Noto, & Hartono, 2017) which states that the RME approach is a teaching approach that starts from real things for students, emphasizes the skills of the process of doing mathematics, discussing and collaborating, arguing with classmates so that they can find own strategies or ways of solving problems and in the end using mathematics to solve problems, either individually or in groups. high self-efficacy always want to show their ability to solve problems and when given difficult questions that have never been encountered before, they are instead used as challenges and are motivated to find solutions as a challenge.…”

Realistic Mathematics Education in Indonesia and Recommendations for Future Implementation: A Meta-Analysis Study

“…From the analysis of data with the help of CMA software, the Rosenthal safe N value is 33411. According to the formula N / (5k + 10) (Nursiddik et al, 2017) that is 33411 / (5 * 95 + 10), the calculation results are 68,889. According to this calculation, it can be identified that the studies included in this analysis are resistant to publication bias.…”

“…Various studies have found the application of RME in Indonesia affects the mathematical abilities of students (Hasratuddin, 2010;Putri, 2011;Artawa, Wyn, & Suwatra, 2012;Palinussa, 2013;Rohmah, Caswita, & Widyastuti, 2014;Rohman & Sugiman, 2015;Yunisha, Prahmana, & Sukmawati, 2016;Nursiddik, Noto, & Hartono, 2017;Dwi Yanti, Wahyu Widada, & Zamzaili, 2018;Husniyah, Sulistiani, & Mustafida, 2019). However, to date in the literature, no comprehensive evaluation has been carried out on the effect of RME on students' mathematical abilities.…”

Differences in Mathematic Connection Abilities and Self-Efficacy between Students Given Approaches Realistic Mathematics with the Approach Inquiry at Senior High School 2 Tanjung Morawa

“…Several previous studies that have conducted research with the same title have obtained different results, such as one of the leading researchers. According to Nursiddik, Noto and Hartono (2017), in the results of this study there is an effect of using realistic mathematics learning on students' mathematical understanding abilities in 7 th grade of Junior High School 14 Cirebon. This can be seen in the results of students' mathematical understanding abilities who use realistic mathematics learning which is higher than the mathematical comprehension abilities of students who use conventional learning.…”