EKSPERIMENTASI MODEL PEMBELAJARAN RECIPROCAL TEACHING (RT) DAN PROBLEM BASED LEARNING (PBL) PADA MATERI PELUANG DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XI SMA/MA NEGERIDI KABUPATEN KETAPANG PROVINSI KALIMANTAN BARAT
Abstract: The aims of this
study were to investigate: (1) which
learning model produces students’ better mathematics learning achievement,
Reciprocal Teaching (RT), Problem-Based Learning (PBL), or conventional
learning model; (2) which students’ have better mathematics learning
achievement, those with high, medium, or low learning creativity; (3) viewed
from learning models, which students’ have better mathematich learning
achievement, those with high, medium, or low learning cretivity; (4) viewed
from their creativity level, which learning model produces better mathematich
learning achievement RT, PBL, or conventional model. This study was a
quasi-experimental research with 3x3 factorial designs. The population was the
students of XI class, State SMA/MA in Ketapang District, West Kalimantan
Province in year academic 2013/2014. The samples were taken through stratified
cluster random sampling technique. The entire samples were 312 students
comprising 101 students for the first experimental group, 108 students for the
second experimental group and 103 students for control group. The data were
collected through the mathematical achievement tests and the learning
creativity questionnaires. The hypothesis testing employed unbalanced two ways of ANOVA. The results of
the study are as follows. (1) RT
produced students’ better mathematics learning achievement than PBL and
conventional models; PBL produced the same mathematical achievement as
conventional model. (2) The students with high learning creativity had better
mathematics learning achievement than those with medium and low learning
creativity; the students with medium creativity had better achievement than
those with low creativity. (3) Treated with RT, the students with high
creativity learning had better mathematics
learning achievement than those with medium and low creativity; the students
with medium creativity had better achievement than those with low creativity;
treated with PBL, the students with high, medium, and low learning creativity
had the same achievement; treated with conventional model, students with high
creativity had the same
achievement as those with medium; the students with high creativity had better
achievement than those with low creativity; the students with medium creativity
had the same achievement as those with low creativity; (4) Viewed from their
high learning creativity, students treated with RT had better mathematics
learning achievement than those treated with PBL and conventional model; those treated with PBL had the same
achievement as those treated with conventional model. Viewed from their medium
learning creativity, students treated with RT had better mathematics learning
achievement than those treated with PBL and conventional model; those treated
with PBL had the same achievement as those treated with conventional model.
Viewed from their low learning creativity, students treated with RT, PBL and
conventional had the same mathematics
learning achievement.
Penulis: Rahman Haryadi, Mardiyana,
Dewi Retno Sari S
Kode Jurnal: jpmatematikadd140198
