S PGSD 1003480 Abstract

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iii Yeni Sulistiani, 2014

Penerapan Model Van Hielle Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Materi Bangun Ruang Siswa Kelas V Sekolah Dasar Negeri 6 Cibogo Kabupaten Bandung Barat

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK

PENERAPAN MODEL VAN HIELE_{UNTUK MENINGKATKAN}

KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MATERI BANGUN RUANG SISWA KELAS V SEKOLAH DASAR NEGERI 6

CIBOGO KABUPATEN BANDUNG BARAT

Oleh YeniSulistiani

1003480

Penelitianiniberkenaandenganpenerapan model pembelajaranberbasisteoriVan Hieleuntukmeningkatkankemampuanpemecahanmasalahmatematissiswapadamate ribangunruang.Penelitiandilakukan di SDN 6 CibogoKabupaten Bandung Barat.Subjekpenelitianadalahsiswakelas VB sebanyak 32 orang.Tujuandaripenelitianiniadalahuntukmengetahuibagaimanakahperencanaand anpelaksanaanpembelajarandenganmenerapkan model pembelajaranvan hiele_{sertauntukmengetahuibagaimanakahpeningkatankemampuanpemecahanmasa} lahmatematissiswakelas VB SDN 6 CibogoKabupaten Bandung Barat padamateribangunruangsetelahmenerapkan model pembelajaranvan hiele_. Metodepenelitian yang digunakanadalahPenelitianTindakanKelas (PTK) dengandesainpenelitian yang dikembangkanoleh Stephen KemmisdanMc Taggart.Penelitianberlangsungtigasiklus.Teknikpengumpulan data yang digunakanadalahobservasidantes.Adapuninstrumenpenelitian yang

digunakanadakahlembarobservasi, catatanlapangan,

angketsiswadanteskemampuanpemecahanmasalahmatematis.Hasilpenelitiandari data yang diperoleh,hasilteskemampuanpemecahanmasalahmatematissiswasiklus Iadalah 3% siswa yang mendapatkannilai di atas KKM dan97% siswamendapatnilai di bawah KKM, padasiklus II siswa yang mendapatnilai di atas KKM meningkatmenjadi25% dan75% siswamendapatkannilaidibawah KKM, danhasildarisiklus III 56% siswamendapatnilai di atas KKM dan 44% siswa yang mendapatnilai di bawah KKM. Sedangkanapabiladilihatdarinilai rata-rata kelasmengalamikenaikan, nilai rata-rata kelaspadasiklus I 44.3, siklus II 55.156, dansiklus III 68.5. Dari data tersebutdapatdisimpulkanbahwapenerapan model van Hiele_{padapembelajaranmatematikamateribangunruang di kelas VB SDN 6}

CibogoKabupaten Bandung Barat

dapatmeningkatkankemampuanpemecahanmasalahmatematissehinggamodel pembelajaranberbasisteori van Hieledapatdipertimbangkandandipilih guru dalammengajarkangeometri, karenadenganmenggunakanfasepembelajaran van

Hielesiswadituntutaktifuntukmenemukandanmengkomunikasikankonsep-konsepgeometri yang diperolehnyadenganmenelaah model-model bangun yang diberikan.

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Yeni Sulistiani, 2014

Penerapan Model Van Hielle Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Materi Bangun Ruang Siswa Kelas V Sekolah Dasar Negeri 6 Cibogo Kabupaten Bandung Barat

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

THE APPLICATION OF VAN HIELE’S MODEL FOR IMPROVING GEOMETRY MATERIAL MATHEMATICAL PROBLEM SOLVING

ABILITY FOR FIFTH GRADERS OF SDN 6 CIBOGO WEST BANDUNG REGENCY

by YeniSulistiani

1003480

This research refers to the application of Van Hiele’stheory-based learning model

for improving student’s mathematical problem solving ability in mathematics’

geometry material. Research was done at SDN 6 CibogoWest Bandung Regency. The subject of this research was the student in class 5B totaling 32 people.This research purpose to know not only how the planning and the learning

implementation using Van Hiele’s learning model but also how the improvement

of the student’s mathematical problem solving ability in geometry material. The methodology used in this research is Classroom Action Research (CAR) by Stephen Kemmis and Taggart model. This research done with three cycle. Techniques for collecting data were observation and test. Instrument for collecting data were observation sheets, field notes, questionnaires, and tests mathematical problem solving ability. The result of the research at first cycle is 3% of students that scored above KKM and 97% of students scored below the KKM, on the second cycle students who scored above KKM increased to 25% and 75% of students scored below the KKM, and the results of the third cycle 56% of students scored above KKM and 44% of students who scored below the KKM. The result data showed that the average for the ability of mathematical problem solving was increased at first Cycle 44.3, second cycle 55.156, and third cycle 68.5. At the

end, conclusion for this research was student’s mathematical problem solving

ability could be improved and student’s activity became more active in learning

with Van Hiele’s learning model. The learning model by Van Hiele’s theory could

be considered and used by teacher for Geometry’s.