Pengaruh Model Pembelajaran Problem Posing Terhadap Prestasi Belajar Matematika Ditinjau Dari Kemampuan Awal Siswa

BAHI, Magdalena Barek Kedah (2019) Pengaruh Model Pembelajaran Problem Posing Terhadap Prestasi Belajar Matematika Ditinjau Dari Kemampuan Awal Siswa. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

The purpose of this study was to determine: (1) the influence of students' initial abilities on mathematics learning achievement; (2) the effect of problem posing learning models on mathematics learning achievement in terms of the initial ability of mathematics. This research is quantitative research. Design One - group pretest - posttest design. The sample in this study was grade VII A students of SMP Negeri 6 Kupang Tengah. The population in this study were all grade VII students of SMP Negeri 6 Kupang Tengah 2019/2020 school year. The technique used in sampling is simple random sampling. Data collection techniques using subjective tests in the form of essays. Teknik analisis data analisis statistik inferensial dengan menggunakan paired sampel test. The data used in this study are the pretest and posttest grades of the experimental class with the Problem Posing learning models. The data obtained will be analyzed using the SPSS version 22 program. Before testing the hypothesis, a prerequisite test is carried out, namely the normality test and the hypothesis test for the pretest and posttest data. From the results of the analysis of the high ability normality test for pretest data, the value of Asymp.Sig. (2- Tailed) = 0,200> 0.05 and Dcount = 0,250 < Dtable = 0,264 then H0 is accepted and Ha is rejected means that the data is normally distributed. While the posttest data obtained the Asymp.Sig value. (2-tailed) = 0,200> 0,05 and Dcount value = 0,210 < Dtable = 0,264 H0 accepted and Ha rejected means that the data has normal distribution. Medium ability normality test for pretest data obtained Asymp.Sig value (2-Tailed) = 0.135 > 0.05 and Dcount = 0.200 < Dtable = 0.264, H0 is accepted and Ha is rejected, meaning that the data is normally distributed. While the posttest data obtained the Asymp.Sig value. (2-tailed) = 0.154 > 0.05 and Dcount value = 0.195 < Dtable = 0.264 H0 is accepted and Ha is rejected, meaning that the data is normally distributed. Low ability normality test for pretest data obtained Asymp.Sig value (2-Tailed) = 0,200 > 0.05 and Dcount = 0,202 < Dtable = 0,264, then H0 is accepted and Ha is rejected, meaning the data has normal distribution. While the posttest data obtained the Asymp.Sig value. (2-tailed) = 0,200> 0,05 and Dcount value = 0,232 < Dtable = 0,264 H0 accepted and Ha rejected means that the data has normal distribution. Hypothesis testing using the One Sample Kolmogorov - Simornov Test, after the data were analyzed the high ability was obtained by Sig (2-tiled) = 0,000. While tcount = 19.780 with df = n - 1, obtained df = 24 with a significant level = 0.025 obtained ttable = 2.064. Because the value of Sig (2-tiled) = 0,001 2.064 = ttable, based on the t test requirements and the criteria for acceptance and rejection of H0 in Chapter III with a significant level of 5%, H0 is rejected or Ha is accepted. The capability analysis data is the value of Sig. (2-Tiled) = 0,000 < 0.05 and tcount 17.493 > 2.064 = ttable, then H0 is rejected or Ha is accepted. Low ability analysis data Sig. Value (2-tiled) = 0,000 < 0.05 and tcount 33.652 > 2.064 = ttable, then H0 is rejected or Ha is accepted. Thus it can be concluded that there is a significant influence on the use of Problem Posing Learning Models on Mathematics Learning Achievement in terms of students' initial abilities. The results of this study indicate that the Problem Posing learning models influences the material being taught

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