Perbedaan Model Pembelajaran Osborn dan Model Direct Instruction Ditinjau dari Kemampuan Pemecahan Masalah Matematika

SOARES, Febriana A. (2018) Perbedaan Model Pembelajaran Osborn dan Model Direct Instruction Ditinjau dari Kemampuan Pemecahan Masalah Matematika. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

The purpose of this research is to know how the implementation of learning, how to achieve the completeness of the indicators of problem solving ability of mathematics and whether there are differences in problem solving skills of mathematics students VII SMPK St. Yosep Naikoten between learners who obtained the Osborn learning model and the learner who obtained the Direct Instruction model. Kind of this research is quantitative research with Quasi Experiment method of Nonequivalent Control Group Design type. Data were obtained using problem solving test, observation sheet, and interview sheet. The population in this study are students of class VIID and class VIIE SMPK St.Yoseph Naikoten even semester 2017/2018 academic year which amounted to 70 people consisting of two classes. The sample in this research is class VIIE amounted to 35 people as experimental class applied by Osborn and VIID class of 35 students as control class applied by Direct Instruction model. The sample technique used in this research is Cluster Random Sampling. Based on the results of data analysis using SPSS version 22, hypothesis testing obtained Value , at a significant level . P-value value of 0.024 is smaller 0.05. So it can be concluded that (1) the implementation of learning by using Osborn learning model in the students of class VIIE SMPK St. Yosep Naikoten academic year 2017/2018 is quite good and the use of direct instruction model in the students of class VIID SMPK St. Yosep Naikoten academic year 2017/2018 is good, (2) Student achievement after following learning by using Osborn learning model achieved with very good predicate and student achievement after following learning by using direct instruction model achieved with good predicate, (3) differences in mathematical problem solving ability of learners who obtained the Osborn learning model and the learner who obtained the Direct Instruction model.

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