Penerapan metode pembelajaran Socrates dengan pendekatan kontekstual untuk meningkatkan kemampuan pemecahan masalah dan sikap kegigihan (Persistence) matematis siswa

Haq, Yahya Basirul (2021) Penerapan metode pembelajaran Socrates dengan pendekatan kontekstual untuk meningkatkan kemampuan pemecahan masalah dan sikap kegigihan (Persistence) matematis siswa. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA : Tujuan dari penelitian ini untuk mengetahui: (a) perbedaan peningkatan kemampuan pemecahan masalah matematis siswa; (b) perbedaan pencapaian kemampuan pemecahan masalah matematis siswa ditinjau dari Pengetahuan Awal Matematika (PAM) siswa; (c) peningkatan sikap kegigihan (persistence) siswa pada penggunaan metode Socrates dengan pendekatan kontekstual. Penelitian ini dilakukan di SMPN 1 Cilograng kelas VIII-A dan VIII-B menggunakan metode kuasi eksperimen. Hasil penelitian sebagai berikut: (a) Terdapat peningkatan kemampuan pemecahan masalah matematis siswa pada metode pembelajaran Socrates dengan pendekatan kontekstual dengan skor rata-rata nilai n-gain yaitu 0,59 lebih baik daripada model pembelajaran konvensional dengan skor rata-rata n-gain yaitu 0,32; (b) Tidak terdapat perbedaan yang signifikan pada PAM kelas metode pembelajaran Socrates dengan pendekatan kontekstual maupun pada kelas konvensional berdasarkan pengujian anova dua jalur; (c) Terdapat peningkatan sikap kegigihan (persistence) siswa pada metode pembelajaran Socrates dengan pendekatan kontekstual berdasarkan nilai rata-rata jawaban sikap kegigihan (persistence) sebelum penerapan metode tersebut yaitu 52,06 meningkat menjadi 67,33 sesudah menggunakan metode pembelajaran Socrates dengan pendekatan kontekstual. Maka, metode Socrates dengan pendekatan kontekstual mampu meningkatkan kemampuan pemecahan masalah matematis siswa dan kegigihan (persistence) siswa. ENGLISH : This research was motivated by the results of a preliminary study conducted at SMPN 1 Cilograng which concluded that mathematical problem solving skills still needed to be improved. One alternative to overcome these problems is the Socratic learning method with a contextual approach. The purpose of this study was to determine: (a) differences in the improvement of students' mathematical problem solving abilities; (b) the difference in the achievement of students' mathematical problem solving abilities in terms of the students' Preliminary Mathematics Knowledge (PAM); (c) increasing students' persistence in a better direction by using the Socratic method with a contextual approach. This research was conducted at SMPN 1 Cilograng class VIII-A and VIII-B using a quasi-experimental method. The results of the study are as follows: (a) The improvement of students' mathematical problem solving abilities by learning the Socratic method with a contextual approach is better than conventional learning models; (b) There is no significant difference in the PAM class with the Socratic learning method with a contextual approach and in the conventional class based on the two-way ANOVA test; (c) Based on the results of the two-way ANOVA, it was obtained that there was no difference in the achievement of students' mathematical problem solving abilities between students who received the Socratic learning method with a contextual approach and students who received conventional learning on the basis of the level of prior knowledge (PAM), namely high, medium, and low. ; (d) There is an increase in students' persistence towards a better direction by using the Socratic method with a contextual approach. So, the Socratic method with a contextual approach is able to improve students' mathematical problem solving abilities and students' persistence in a better direction.

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