Peningkatan Kemampuan Penalaran Matematis dan Berpikir Kreatif Matematis, serta Self-Directed Learning (SDL) Siswa SMP dengan Menggunakan Strategi Mind Mapping.

摘要

Kemampuan penalaran matematis, kemampuan berpikir kreatif matematis serta self-directed learning siswa merupakan komponen-komponen yang harus dikuasai oleh siswa. Penalaran matematis dan berpikir kreatif matematis memainkan peranan penting, baik dalam menyelesaikan masalah maupun dalam menyampaikan ide-ide dalam pembelajaran matematika. Selain itu self-directed learning merupakan faktor yang turut menunjang kesuksesan siswa dalam belajar matematika. Tetapi kenyataannya kemampuan-kemampuan ini belum berkembang secara baik, bahkan pada siswa sekolah menengah. Pentingnya kemampuan penalaran matematis (KPM), kemampuan berpikir kreatif matematis (KBKM), dan self-directed learning (SDL) siswa, tidak seiring dengan peningkatan penguasaan ketiga kemampuan ini oleh siswa. Oleh sebab itu perlu adanya upaya untuk menerapkan suatu strategi pembelajaran yang diperkirakan dapat membantu meningkatkan KPM, KBKM, dan SDL siswa dalam matematika. Penelitian ini menerapkan strategi mind mapping (SMM) sebagai alternatif pembelajaran yang diperkirakan dapat meningkatkan ketiga kemampuan tersebut. Penelitian ini bertujuan untuk mengetahui seberapa besar kontribusi penerapan SMM terhadap peningkatan kemampuan penalaran matematis, berpikir kreatif matematis, dan self-directed learning siswa baik pada peringkat sekolah (tinggi dan sedang), KAM (tinggi, sedang dan rendah). Metode penelitian adalah kuasi eksperimen dengan Pretest and Postest Control Group Design. Sampel pada penelitian ini berjumlah 130 siswa kelas VIII pada dua SMP Negeri di Kota Ambon. Masing-masing mewakili peringkat sekolah tinggi dan peringkat sekolah sedang. Hipotesis diuji pada taraf signifikan 5%. Analisis data menggunakan uji Kolmogorov-Smirnov(KS), uji Levene, uji-t, uji-t’, uji Mann-Whitney U, dan ANAVA dua jalur. Dari hasil analisis data ditemukan bahwa: (1) ada perbedaan pencapaian, peningkatan KPM, KBKM, SDL siswa pada kelas eksperimen dan kelas kontrol; (2) terdapat interaksi antara pembelajaran dan peringkat sekolah terhadap peningkatan kemampuan penalaran matematis, berpikir kreatif matematis, dan self-directed learning siswa; (3) tidak terdapat interaksi antara pembelajaran dan KAM terhadap peningkatan kemampuan penalaran matematis, berpikir kreatif matematis, dan self-directed learning siswa.ududMathematical reasoning ability, creative thinking mathematical ability and self-directed learning are component that must be governable by the students. Mathematical reasoning and creative thinking mathematically plays an important role, both in solving problems and in conveying ideas when learning mathematics. In addition, self-directed learning is a factor which is contributed to the success of students achievement in learning mathematics. In fact their abilities are not still developed well, even in middle school. The importance of mathematical reasoning ability (KPM), creative thinking mathematical ability (KBKM), and self-directed learning (SDL), are parallel in improving student skill to mastery those three abilities. Therefore it is necessary to apply learning strategy that is expected to improve the KPM, KBKM, and SDL in mathematics teaching. This research applied mind mapping strategy (SMM) as an alternative to enhance students mathematical reasoning ability. The goal of this research is to find out contribution level in SMM application to ward the enhancement of mathematical reasoning ability, creative thinking mathematical ability, and self-directed learning at school rank (low , high and medium), KAM (high, medium and low). The research is a quasi-experimental research by using Pretest and Posttest Control Group Design. The sample in this research is 130 eight gradies students of two School in Ambon. Each school represents high school rank and medium school rank. The hypothesis was tested at 5% significance level. The data were analysed by applying Kolmogorov-Smirnov (KS) test, Levene test, t-test, t’-test , Mann-Whitney U test, and two-way ANOVA. The result shows that:(1) there is a difference achievement, the enhancementof KPM, KBKM, SDL in experiment class and control class; (2) there is an interaction between learning and school rank in enhancing the ability of mathematical reasoning, creative thinking mathematical ability, and student self-directed learning; (3) there is no interaction between learning and KAM on the students enhancement in reasoning ability, creative thinking in mathematics ability, and self-directed learning.