EKSPERIMENTASI MODEL PEMBELAJARAN THINK-PAIR-SHARE (TPS) DIMODIFIKASI DENGAN MIND MAPPING PADA MATERI KUBUS DAN BALOK DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA SMP NEGERI KELAS VIII Se-KABUPATEN PEMALANG TAHUN 2012/2013
Abstract: The objectives of
this study were to find out on the topic of cube and cuboid: (1) which was
better between TPS Modified Mind Mapping (TPSMod), TPS or Direct model that
produce learning achievement; (2) which one had better learning achievement
between students with high, medium or low categories of mathematics creativity
learning; (3) at each category of mathematics
creativity learning, which was better between TPSMod, TPS or Direct
model that produce learning achievement; and (4) at each model, which one had
better learning achievement between students with high, medium or low
categories of mathematics creativity learning. This study was a
quasi-experimental with 3´3 factorial design. The population was all of
students in eigth grade of State Junior High School in Pemalang Regency on
Academic Year 2012/2013. The samples were taken by using a stratified cluster
random sampling technique. The samples was students in eight grade of SMP
Negeri 1 Randudongkal, Moga and Pulosari. The instrument of this study were
mathematics creativity learning questionnaire and learning achievement test.
The questionnaire tryout included content validity, internal consistency and
reliability, and the test tryout included content validity, difficulty level,
discrimination power, and reliability. Before the experiment was done, the
balance of prior knowledge was examined by using unbalanced one way anova test.
The hypothesis test used unbalanced two ways anova. Test requirements included
normality test used Lilliefors method and the homogeneity test used the
Bartlett test. The results of the study were as follows: (1) the TPSMod model
produce the learning achievement better than the TPS and direct learning, the
TPS model give the same learning achievement as the direct learning; (2) the
high and medium categories of mathematics creativity learning have the same
learning achievement, and both of category of mathematics creativity learning
have better learning achievement from low categories of mathematics creativity
learning; (3) at each categories of mathematics creativity learning, theTPSMod
model produce the learning achievement better than the TPS and direct learning,
the TPS give the same learning achievement as the direct learning; and (4) at
each models, the high and medium categories of mathematics creativity learning
have the same learning achievement, and both of category of mathematics
creativity learning have better learning achievement from low categories of
mathematics creativity learning.
Penulis: Julian Reza Siwi,
Mardiyana, Dewi Retno Sari S
Kode Jurnal: jpmatematikadd140177
