EFEKTIVITAS PEMBELAJARAN REMEDIAL MATEMATIKA UNTUK MENGATASI KESULITAN BELAJAR SISWA PADA MATERI POKOK PECAHAN DITINJAU DARI KREATIVITAS SISWA SMP NEGERI DI KABUPATEN KATINGAN

摘要

The background of this research is the low learning achievement inudMathematics of the students of state junior secondary schools in KatinganudRegency. To deal with the case, the learning alternative of the remedial learningudhas been done through the application of the discussion and task-assignmentudmethods on Fractions.udThe objective of the research is to investigate whether or not: (1) theudremedial learning of the discussion method results in a better learningudachievement in Mathematics than that of the task-assignment method; (2) theudstudents’ different creativities has given a different learning achievement inudMathematics; and (3) there is an interaction between the remedial learning ofuddiscussion method and that of task-assignment with high, medium, and lowudcreativity toward the learning achievement in Mathematics which one of bothudremedial learning methods gives better mathematic learning achievementuddiscussion to the students each with high, medium, and low creativity.udThis research is a quasi-experimental research with the population of allud7th-grade students in Katingan Regency. The sampling is conducted in use ofudstratified cluster random sampling technique from SMP Negeri 1 of CentraludKatingan and SMP Negeri 2 of Central Katingan. Furthermore, 2 classes fromudeach school are randomly taken and the students of Class VIIA of SMP Negeri 1udof Central Katingan and the students of Class VIIA of SMP Negeri 2 of CentraludKatingan as many as 72 students as Experiment Sample 1 while the students ofudClass VIIB of SMP Negeri 1 of Central Katingan and those of Class VIIB of SMPudNegeri 2 of Central Katingan as many as 65 students as Experiment Sample 2.udThe data-collecting technique for the sample of initial ability is in use of theudscores for Mathematics in the students’ report when they were in the 6th grade ofudprimary school of the even semester. As for the learning achievement inudMathematics, the achievement test is in use, while as for the learning creativityudlevel of the students, the learning creativity questionnaire in Mathematics is used.udBefore the experiment is conducted, the balance test is conducted by usingudthe t-average test to find out that Experiment Group 1 and Experiment Group 2udhave the same or balanced initial ability. The result of the balance test between theudstudents given the remedial approach of method discussion and that of task-udassignment is balanced. The hypothesis is in use of the two-way Analysis ofudVariances with unequal cells with the significance level of α = 0.05. The prerequisite test is conducted by using the Liliefors test for its normality test andudthe Barlett test for its homogeneity test. The result of the prerequisite test indicatesudthat the samples come from the population with normal distribution and from theudpopulation with homogeneous variances on the bases of the learning method andudthe creativity category.ududBased on the result of two-way Analysis of Variances with unequal cellsudwith the significance level of α = 0.05, this research concludes that on the 7thudgrade of junior secondary school in Katingan Regency in the Academic Year ofud2010/2011: (1) there is a difference in mathematics learning achievement betweenudthe students who get remedial learning approach with discussion and those whoudget remedial learning approach with assignment giving, which means that theudstudents get the learning in use of remedial learning approach with the method ofudassignment giving. The latter group of students obtains better mathematicsudlearning achievement than the previous group, (2) mathematics creative learningudis not significant on mathematics achievement learning. There is conclusion thatudthe student with high mathematics creative learning have equal with middle andudlow mathematics creative learning, and the student with middle mathematicsudcreative learning have equal student achievement with low mathematics creativeudlearning (3) there is no interaction between the learning creativity on the learningudachievement in mathematics on the main topic of fractions. The remedial learningudapproach with assignment giving, the students with the high, medium, and lowudlearning creativity have the same learning achievement. In the remedial learningudapproach with discussion, the student with the high creativity and those with theudmedium learning creativity and those with the low learning creativity, both theudstudents with the high learning creativity and those with the low learningudcreativity have the same learning achievement in the mathematics on the mainudtopic of fractions.ududKeywords: remedial learning, learning achievement, method of discussion,udmethod of assignment giving, mathematics learning creativity