PENGARUH PEMBELAJARAN MATEMATIKA DENGAN METODE INKUIRI \nMODEL ALBERTA TERHADAP KOMPETENSI STRATEGIS DAN DISPOSISI PRODUKTIF MATEMATIS SISWA SMP
Bibliographic record
Abstract
Penelitian ini dilatarbelakangi oleh pentingnya kompetensi strategis dan disposisi produktif matematis dalam pembelajaran matematika dan informasi tentang fakta rendahnya kompetensi strategis dan disposisi produktif matematis siswa SMP. Tujuan penelitian ini adalah mengkaji: (1) pencapaian dan peningkatan kompetensi strategis matematis siswa yang mendapatkan pembelajaran matematika dengan metode Inkuiri Model Alberta dibandingkan dengan metode biasa; (2) pencapaian dan peningkatan disposisi produktif matematis siswa yang mendapatkan pembelajaran matematika dengan metode Inkuiri Model Alberta dibandingkan dengan metode biasa; (3) korelasi positif antara kompetensi strategis matematis dengan disposisi produktif matematis siswa; (4) profil kesalahan siswa dalam menyelesaikan soal tes kompetensi strategis matematis melalui pembelajaran matematika dengan metode Inkuiri Model Alberta ditinjau dari proses berpikir siswa dan faktor penyebab kesulitan siswa. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan desain penelitiannya adalah non equivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII di salah satu SMP di Kota Bandung dengan sampel sebanyak dua kelas. Hasil penelitian menunjukkan bahwa: (1) pencapaian dan peningkatan kompetensi strategis matematis siswa yang mendapatkan pembelajaran matematika dengan metode Inkuiri Model Alberta lebih baik daripada siswa yang mendapatkan pembelajaran matematika dengan metode biasa; (2) pencapaian dan peningkatan disposisi produktif matematis siswa yang mendapatkan pembelajaran matematika dengan metode Inkuiri Model Alberta lebih baik daripada siswa yang mendapatkan pembelajaran matematika dengan metode biasa; (3) tidak terdapat korelasi positif antara kompetensi strategis matematis dengan disposisi produktif matematis; (4) profil kesalahan siswa dalam menyelesaikan soal tes kompetensi strategis matematis ditinjau dari proses berpikir dengan persentase terbesar dalam setiap indikator, yaitu: kesalahan interpretasi bahasa, kesalahan konsep, dan kesalahan menggunakan data. Faktor penyebab siswa mengalami kesulitan dalam menyelesaikan soal tes kompetensi strategis matematis adalah sebagian besar siswa belum terbiasa dalam mengerjakan soal non rutin;--- This research was background by the importance of mathematical strategic competence and productive dispositions in mathematics and the facts about mathematical strategic competence and productive dispositions in junior high school students was low. The purpose of this study was to assess: (1) achievement and improvement mathematical strategic competence of students who obtained mathematics learning with Inquiry Methods Model Alberta compared with the usual methods; (2) achievement and improvement mathematical productive dispositions of students who obtained mathematics learning with with Inquiry Methods Model Alberta compared with the usual methods; (3) a positive correlation between mathematical strategic competence with productive dispositions of students; (4) the error profile of students in solving test mathematical strategic competence through mathematics learning with Inquiry Methods Model Alberta in terms of the thinking of students and the factors causing the trouble students. The method used in this study is quasi-experimental research design was nonequivalent control group design. The population in this study were all students of VII in one junior high school in Bandung with a sample of two classes. The results showed that: (1) achievement and improvement mathematical strategic competence of students who obtained mathematics learning with Inquiry Methods Model Alberta better than students who obtained mathematics learning with the usual methods; (2) achievement and improvement mathematical productive dispositions of students who obtained mathematics learning with Inquiry Methods Model Alberta better than students who obtained mathematics learning with the usual methods; (3) there is not a positive correlation between mathematical strategic competence with productive dispositions; (4) the error profile of students in solving mathematical strategic competence test in terms of the thinking process with the largest percentage in each of the indicators, namely: misinterpretation of the language, misconceptions and errors using data. Factors causing the students have difficulty in solving mathematical strategic competence test is most students are not accustomed to doing non-routine matter
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.039 | 0.006 |
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; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".