PENINGKATAN KEMAMPUAN PENALARAN MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN INKUIRI MODEL ALBERTA
Bibliographic record
Abstract
ABSTRAK \nPenelitian ini bertujuan untuk meningkatkan kemampuan penalaran matematis siswa Sekolah Menengan Pertama (SMP) mengingat pentingnya penalaran dimiliki siswa sebagai cara berpikir dalam memecahkan masalah matematika maupun masalah kehidupannya. Namun nyatanya kemampuan penalaran matematis siswa di Indonesia masih rendah. Penelitian ini merupakan penelitian eksperimen semu yang ditujukkan untuk meningkatkan kemampuan penalaran matematis siswa SMP dengan menggunakan pembelajaran Inkuiri Model Alberta. Sampel dalam penelitian ini adalah siswa kelas VIII pada salah satu SMP di Lembang. Materi yang dibahas adalah materi Relasi dan Fungsi. Pembelajaran Ekspositori dilakukan sebagai perlakuan di kelas kontrol, sedangkan pada kelas eksperimen menggunakan pembelajaran inkuiri model alberta. Namun, walaupun demikian permasalahan yang disajikan pada kedua kelas sama-sama permasalahan yang bersifat kontekstual. Berdasarkan hasil penelitian diperoleh bahwa N-Gain kelas eksperimen (0,5088) lebih besar dari N-Gain kelas kontrol (0,4352), namun setelah uji statistik dilakukan, tidak terdapat perbedaan peningkatan kemampuan penalaran matematis siswa yang belajar dengan menggunakan pembelajaran inkuiri model alberta dibandingkan dengan pembelajaran ekspositori, kualitas peningkatan kemampuan penalaran matematis siswa di kedua kelas berada pada kriteria sedang, serta pada umumnya siswa memberikan respon positif terhadap pembelajaran inkuiri model alberta. \nKata kunci: Pembelajaran Inkuiri Model Alberta, Pembelajaran Ekspositotri, Kemampuan Penalaran Matematis \n \nABSTRACT \nThis research aims to enhance mathematical reasoning ability of Junior High School students considering the importance of students' reasoning as a way of thinking in solving mathematical problems as well as their life problems. In fact, students' mathematical reasoning ability in Indonesia is still low. This research is a study of a quasi-experiment intended to increase mathematical reasoning ability of Junior High School students by using Alberta Inquiry Learning Model. The sample in this research is grade VIII at one of Junior High School in Lembang. The material covered is Relation and Function. Expository learning is implemented as a treatment in control class, whereas in experiment class it uses Alberta inquiry learning model. However, the problems presented in both classes are contextual problem. Based on the research results, N-Gain in experiment class (0,5088) is greater than N-Gain in control class (0,4352), however, after the statistical tests performed, there was no difference in mathematical reasoning ability enhancement of students who learn mathematics by using alberta inquiry learning model compared to the expository learning, the enhancement quality of students' mathematical reasoning ability in both classes are medium, as well as, generally, the students give positive response toward Alberta inquiry learning model. \nKeywords: Alberta Inquiry Learning Model, Expository Learning, Mathematical Reasoning Ability
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.004 | 0.005 |
| Meta-epidemiology (broad) | 0.004 | 0.002 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.007 | 0.001 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.005 | 0.003 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.011 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".