Pengaruh Penerapan Model Eliciting Activities terhadap Prestasi Belajar Matematika Siswa Kelas VIII SMP

Abstract

<jats:p>Penelitian ini bertujuan untuk mengetahui apakah prestasi belajar matematika siswa yang dibelajarkan dengan model eliciting activities lebih tinggi daripada prestasi belajar matematika yang dibelajarkan dengan pembelajaran konvensional. Populasi dalam penelitian ini adalah siswa kelas VIII Non Unggulan SMP Negeri 1 Singaraja pada semester II tahun ajaran 2017/2018 yang tersebar ke dalam 7 kelas. Sampel penelitian ditentukan dengan teknik cluster random sampling. Peneliti telah menguji kesetaraan populasi dan diperoleh hasil bahwa populasi memiliki kemampuan yang setara. Berikutnya diambil dua kelas yang dijadikan sampel. Kedua kelas tersebut diundi untuk menentukan kelas eksperimen dan kelas kontrol. Pengundian menghasilkan kelas VIII A6 sebagai kelas eksperimen dan kelas VIII A4 sebagai kelas kontrol. Penelitian ini dikategorikan penelitian eksperimen semu dengan desain penelitian post-test only control group design. Data tentang prestasi belajar matematika siswa dikumpulkan dengan menggunakan tes prestasi belajar. Data dianalisis dengan menggunakan uji-t satu ekor (ekor kanan) pada taraf signifikansi 5%. Hasil analisis menunjukkan bahwa thitung = 1.31 sedangkan dengan taraf signifikansi 5% diperoleh ttabel = 0,063. Nilai statistik ini memiliki makna bahwa prestasi belajar matematika siswa yang dibelajarkan dengan model eliciting activities lebih tinggi dibandingkan dengan prestasi belajar matematika siswa yang dibelajarkan dengan pembelajaran konvensional. Dengan kata lain terdapat pengaruh positif model eliciting activities terhadap prestasi belajar matematika siswa.</jats:p>

Mathematical problem-solving abilities and reflective thinking abilities: The impact of the influence of eliciting activities models

“…The results obtained by researchers have a relationship with the results of previous studies conducted by Sarah Nurshiami Sopandi, the results of his research showed that increasing the critical thinking skills of students who obtained model-learning activities (MEAs) increased (Delfia, et all, 2020). Furthermore, research conducted by S A Aziz and I Irawan which results of the research show that mathematics learning tools based on the MEAS approach can improve students' creative thinking abilities ( Aziz, S. A., & Irwan, I, 2020), Research from Made Juniantari states that there is a positive influence on the eliciting activities model on students' mathematics learning achievement (Juniantari, 2019), Subsequent research from Zairisma, et al with the results of his research that the mathematical representation ability of students taught using MEA with STAD type is better than conventional learning (Graphs, 2020), research from Rema Anggralia, et al whose research results show that there is a significant effect of the MEAs approach to students' mathematical communication skills (Anggralia et al, 2019), research from Winda, Sufyani and Elah shows that the Model Eliciting Activities (MEAs) can be one of the approaches used to improve students' mathematical creative thinking abilities (Winda et al, 2018), Other research conducted by Irwan, Asmar and Syarifuddin concluded that the learning process based on the MEAs approach applied to class X students in the first semester was valid, practical and effective (Irwan et al, 2018), Furthermore, research from Nina Santia et al can be concluded that the application of contextual-based Eliciting Activities (MEAs) models can improve students' mathematical understanding abilities and contextual-based Eliciting Activities (MEAs) models are more effectively used compared to conventional learning (Pemahaman & Siswa, 2020), the research from Pertamawati and Retnowati, the research shows that the implementation of MEAs is able to prepare students to solve real-life problems in the future by applying mathematical concepts that have been learned in school (Pertamawati & Retnowati, 2019), and finally research from Setiani, Waluya and Wardono shows that MEAs learning using the MT approach achieves both quantitative and qualitative criteria for student self-efficacy (Setiani et al, 2018).…”

“…Several studies related to the Eliciting Activities Model that have been done previously by several researchers show that the Eliciting Activities Model is effective for improving students' critical thinking skills (Delfia, et all, 2020), think creatively ( Aziz, S. A., & Irwan, I, 2020), mathematics learning achievement (Juniantari, 2019), ability of representation (Graphs, 2020), mathematical communication skills (Anggralia et al, 2019), and students' mathematical understanding abilities (Santia, et all, 2020), mathematical creative thinking (Winda et al, 2018), the learning process based on the MEAs approach applied to class X students in the first semester is valid, practical and effective (Irwan et al, 2018), able to prepare students to solve real-life problems by applying mathematical concepts (Pertamawati & Retnowati, 2019), and MEAs learning using the MT approach achieves both quantitative and qualitative criteria for student self-efficacy (Setiani et al, 2018).…”