EKSPERIMENTASI MODEL PEMBELAJARAN MATEMATIKA PROBLEM POSING DENGAN TEKNIK LEARNING CELL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA KOGNITIF SISWA PADA SISWA SMP KELAS VIII DI KABUPATEN SUKOHARJO
Abstract: This research was
aimed at searching and finding: 1) the most effective mathematics learning
model among three models, including problem posing model with learning cell
technique, problem posing model without learning cell technique, and direct
learning model, 2) more effective student’s cognitive style of field
independent and field dependent, 3) more effective student’s cognitive style of
field independent and field dependent on each model, and 4) the most effective
mathematical learning model among three models, including problem posing model
with learning cell technique, problem posing model without learning cell
technique, and direct learning model on each student’s cognitive style. This
type of the research was a quasy-experimental research. The population was all
students of grade VIII of state junior high school in Sukoharjo regency in
2013/2014. The size of the samples was 302 students consisted of 102 students
in the first experimental group, 101 students in the second experimental group,
and 99 students in control group. The data instruments used were documents of
student’s early achievement, cognitive style questionnaire, and mathematics
achievement test. The data was analyzed using analysis of variance. The
conclusions of the research were as follows. (1) Problem posing mathematics
learning model with learning cell technique is more effective than problem
posing model without learning cell technique; problem posing mathematics
learning model with learning cell technique is more effective than direct
learning model; and problem posing learning model without learning cell
technique is more effective than direct learning model, (2) Students having
field independent cognitive style have greater achievement than those having
field dependent cognitive style, (3) Dealing with problem posing model with
learning cell technique, students having field independent cognitive style and field
dependent cognitive style have the same achievement; dealing with problem
posing learning model without learning cell technique, students having field
independent cognitive style have greater achievement than those having field
dependent cognitive style; and dealing with direct learning model, students
having field independent cognitive style have greater achievement than those
having field dependent cognitive style, and (4) To students having field
independent cognitive style, problem posing model with learning cell technique,
problem posing model without learning cell technique, and direct learning model
give the same student’s achievement; to students having field dependent
cognitive style, problem posing model with learning cell technique gives higher
student’s achievement than problem posing model without learning cell technique
and direct learning model, and problem posing
model without learning cell technique gives higher student’s achievement
than direct learning model.
Penulis: Supriyanti, Budiyono,
Gatut Iswahyudi
Kode Jurnal: jpmatematikadd140197
