Wahyu Rini Ediningrum, 2015
ACCELERATED LEARNING BERBANTUAN SOFTWARE MAPLE SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN MINAT BELAJAR SISWA SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK
WahyuRiniEdiningrum (2015). Accelerated Learning Berbantuan Software Maple sebagaiUpayaMeningkatkan Kemampuan Komunikasi Matematis danMinatBelajarSiswa SMA.
Penelitian ini dilatarbelakangi oleh pentingnya kemampuan komunikasi matematis dan minat belajar. Namun kenyataan di lapangan menunjukkan bahwa kemampuan komunikasi matematisdan minat belajarsiswa masih rendah. Agar permasalahan tersebut dapat diatasi, diperlukan sebuah model pembelajaran yang dapatmeningkatkankemampuan komunikasi matematis dan minat belajarsiswa.Olehkarenaitu, dipilih modelAccelerated Learning Berbantuan Software Maple. Penelitian ini bertujuan untuk menelaahpeningkatan kemampuan komunikasi matematis dan minat belajarsiswa, danmenelaahhubunganantara
kemampuan komunikasi dan minat
belajar.Penelitianinimerupakanpenelitiankuasieksperimendenganpretest-postest control group design. Populasi pada penelitian ini adalah seluruh siswa kelas X pada salah satu SMA Negeri di Kota Purwokerto. Sampel terdiri dari dua kelas yang dipilih secara purposive sampling.Instrumen yang digunakan berupa tes kemampuan komunikasi matematis dan angket minat belajar, lembar observasi, serta pedoman wawancara. Analisis data dilakukan secara kuantitatif.Analisis data tersebutmenggunakanMann-Whitney U Testdan uji asosiasi Chi Square. Berdasarkan analisis data, ditemukan bahwa: (1)pencapaian kemampuan komunikasi matematis siswa yang memperoleh Accelerated LearningBerbantuanSoftware Maplelebih baik daripada siswa yang memperoleh pembelajaran biasa;(2) peningkatan kemampuan komunikasi matematis siswa yang memperoleh Accelerated LearningBerbantuanSoftware Maplelebih baik daripada siswa yang memperoleh pembelajaran biasa, (3) pencapaian kemampuan minat belajar siswa yang memperoleh Accelerated LearningBerbantuanSoftware Maplelebih baik daripada siswa yang memperoleh pembelajaran biasa; (4) peningkatan kemampuan minat belajar siswa yang memperoleh Accelerated LearningBerbantuanSoftware Maplelebih baik daripada siswa yang memperoleh pembelajaran biasa; dan(5) terdapat asosiasi antara kemampuan komunikasi dan minat belajarsiswadengan kategori rendah.
Wahyu Rini Ediningrum, 2015
ACCELERATED LEARNING BERBANTUAN SOFTWARE MAPLE SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN MINAT BELAJAR SISWA SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT
WahyuRiniEdiningrum (2015).Maple-Assisted Accelerated Learning toEnhance Mathematical Communication Ability and Learning Interest of Senior High School Students
This research was motivated by the importance of mathematical communication learning interest of students. Mathematical communication ability and learning interest of students is still low. In order that this problemscan be solved, alearning modelthatcan enhancemathematical communication and learning interest ofstudents is required.In this research, Maple-Assisted Accelerated Learning was selected. This studyaims to analyzetheenhancement of mathematical communication learning interest of students, and to analyzetheassociationbetween mathematical communication ability andlearning interest of students. This research was aquasi-experimentalwithpretest-posttest control group design. The population was students at tenth gradein one of senior high schools in Purwokerto, Central Java. The sample consisted oftwoclasses which wasselected bypurposivesampling. This research used fourinstruments: testof mathematicalcommunication ability, learning interestquestionnaire, observation sheets, and interview guide.Data analyzed was done quantitatively. The data were analyzed by usingMann-Whitney U TestandChi Squaren test. Based on the data analyze, it is found that: (1) the achievement of mathematical communication ability of students who receivedthe Maple-Assisted Accelerated Learning is betterthan the achievement of students who receivedconventionallearning;(2) The enhancement of mathematical communication ability of students who receivedthe Maple-Assisted Accelerated Learning is betterthan the enhancement of students who receivedconventionallearning; (3)the achievement oflearning interestability of students who receivedthe Maple-Assisted Accelerated Learning is betterthan the achievement of students who receivedconventionallearning; (4)the enhancement oflearning interestof students who receivedthe Maple-Assisted Accelerated Learning is betterthan the enhancement of students who receivedconventionallearning; and(5) there is anassociation between students’ mathematical communication ability and learning interest of students.
