PENGARUH KEMAMPUAN AWAL MATEMATIS DAN MODEL PEMBELAJARAN (KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION DAN PROBLEM BASED LEARNING) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF AFFICACY SISWA DI MTSN 1 SINGKIL
https://doi.org/10.31100/histogram.v8i1.3505
Kata Kunci:
Kemampuan Komunikasi Matematis, self affecacy, Student’s Team Achievement Division (STAD), Problem Based Learning, GeogebraAbstrak
Tujuan riset ini yaitu: (1) Jika nilai probabilitas (sig) hipotesis pertama 0,001 < 0,05 maka H0 ditolak; atau jika Ftabel memuat df1 = k-1 = 4-1 = 3 dan Fhitung ? Ftabel, dimana 79.027 ?2.816 maka H0 ditolak. Hasil penelitian menemukan maka kemahiran komunikasi matematis peserta didik mendapatkan hasil secara signifikan oleh kemampuan awal matematika yang dapat tergolong tinggi, sedang, atau rendah, dengan pengaruh yang cukup besar 67,5%; (2) Hipotesis kedua yang menghasilkan nilai probabilitas (sig) dengan 0,000 adapun tepat dibawah nilai signifikansi 0,05, menolak H0; atau Fhitung?Ftabel, dimana 30.182?2.816, menolak H0. Dengan besar pengaruh sebesar 70,5%, hasil tersebut menunjukkan bahwa efikasi diri siswa dipengaruhi secara signifikan oleh kemampuan awal matematikanya (tinggi, sedang, buruk). Selanjutnya hipotesis ketiga juga ditolak karena adanya kemungkinan (sig) 0,000 lebih kecil dari 0,05 atau fakta bahwa Fhitung?Ftabel (80,134?2,816). Lalu model pembelajaran (STAD dan PBL) mengahdirkan pengaruh cukup besar sebesar 60,9% terhadap kemampuan komunikasi matematis siswa; (4) Hipotesis keempat ditolak karena probabilitas (sig) sebesar 0,000 lebih kecil dari 0,05 atau Fhitung?Ftabel, dimana 36,521?2,816; oleh karena itu, H0 ditolak. Dalam hal ini terdapat pengaruh yang cukup besar sebesar 67,2% model pembelajaran (STAD dan PBL) terhadap efikasi diri siswa; (5) Dari hipotesis kelima terbukti bahwa probabilitas (sig) sebesar 1,000 lebih besar dari 0,05 atau Fhitung?Ftabel dimana 0,000?2,816 maka H0 diterima. Karena kemampuan komunikasi matematis siswa tidak dipengaruhi oleh kemampuan awal matematika dan metodologi pembelajaran yang digunakan (STAD dan PBL), maka tes post hoc dihentikan. Model pembelajaran (STAD dan PBL) dikenakan pengaruh kumulatif (interaksi) sebesar 0,1% dari KAM (rendah, sedang, dan tinggi). (6) Pada hipotesis keenam terlihat bahwa nilai probabilitas (sig) sebesar 2,020 lebih besar dari 0,05 atau Fhitung?Ftabel Jika 1.013?2.816, H0 disetujui. Kemudian tes post hoc ditiadakan karena kemampuan matematika awal (tinggi, sedang, dan rendah) dan mode pembelajaran (STAD dan PBL) tidak berinteraksi secara signifikan terhadap self-eficacy siswa. Sebesar 0,6%, gabungan pengaruh (interaksi) KAM rendah, sedang, dan tinggi pada model pembelajaran STAD dan PBL inilah yang berpengaruh secara signifikan terhadap kemampuan self-eficacy siswa.Unduhan
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