COMPARATIVE OF THE EFFECTIVENESS OF APPLICATION PROBLEMS APPROACH WITH AND WITHOUT GUIDANCE IN UNDERSTANDING GEOMETRY LEARNING IN SMP NEGERI 2 PANGKAJENE

摘要

This research was an experimental research that began with the development of learning tools. Oriented learning tool with problem posing approach for Geometry material that was about Tube and Cone in class IX SMP. This research aimed to (1) describe the effectiveness of learning with problem posing approach with guidance in learning mathematics in class IX SMP, (2) to describe the effectiveness of learning with problem posing approach without guidance in math lesson in class IX SMP, and (3) know the difference of the effectiveness of students taught using problem posing approach with guidance with the effectiveness of students taught using problem posing approach without guidance. Subjects of this research were students of class IX SMP Negeri 2 Pangkajene of the even semester of academic year 2011/2012 which included eight parallel classes. It was randomly selected, one experimental class 1 and one experimental class 2. Experimental class 1 that was class IXD given learning with problem posing approach with guidance, while experimental class 2 that was class IXC given learning with problem posing approach without guidance. Indicators of effectiveness of learning in this research were (1) learning results, (2) student's activities, and (3) student's response to learning. If the three indicators showed positive results, then the learning was categorized effective. Based on descriptive and inferential analysis using T-Pired and Anakova test, it was concluded that learning with problem posing approach with guidance and problem posing approach without guidance was effective to use in teaching the material of tubes and cones in class IX SMP. And based on inferential statistical analysis by using anakova was also obtained the conclusion that the result of student learning taught using learning with problem posing approach with better guidance than result of student learning taught by approach of problem posing without guidance after purifying Spatial Capability Test and Early Capability Test.