EKSPERIMENTASI PEMBELAJARAN MATEMATKA MENGGUNAKAN MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK PADA POKOK BAHASAN DIMENSI TIGA DITINJAU DARI KECERDASAN SPASIAL SISWA
Abstract: This research was
aimed at searching and finding: 1) the most effective mathematics learning
model among TPS learning model with PMR, TPS learning model, and direct
learning model, 2) the level of student’s spatial intelligence having the
highest achievement among students with high, average, and low spatial
intelligence, 3) the most effective learning model among TPS learning model
with PMR, TPS learning model, and direct learning model towards student’s
achievement on each level of spatial intelligence, and 4) the level of students
having the highest achievement in every learning model. This was a
quasy-experimental research with a 3x3 factorial design. The population was
students of grade X of state senior high school in Surakarta in 2013/2014.
Stratified random sampling and cluster random sampling techniques were applied.
The samples in this research were: 1) experiment group 1, consisting of 91
students; 2) experiment group 2, consisting of 90 students; 3) control group,
consisting of 99. The data collecting instruments were student’s spatial
intelligence test and achievement test in the form of multiple choices. Balance
test with unbalanced one-way anova test, analysis prerequisite tests (normality
test with Liliefors test and homogenity test with Bartlett test) and hipothesis
test (unbalanced two-way anova test)
were conducted. It can be concluded that: 1) TPS model with PMR is more
effective towards student’s achievement than TPS model and direct model, and
TPS model is as effective as direct model towards student’s achievement; 2)
students with high spatial intelligence gain higher achievement than those with
average and low spatial intelligence, and students with average spatial
intelligence gain higher achievement than those with low spatial intelligence;
3) to students with high and average spatial intelligence, TPS model with PMR,
TPS model and direct model give the same achievement. For students with low spatial intelligence, TPS model with PMR
and TPS model give the same achievement, but TPS model with PMR gain higher
achievement than those with direct model, and TPS model and direct model give
the same achievement; and 4) dealing with TPS model with PMR, students with
high and average spatial intelligence gain the same of achievement, but
students with high spatial intelligence gain higher achievement than those with
low spatial intelligence, and students with average and low spatial
intelligence gain the same of achievement, while dealing with with TPS model,
students with high and average spatial intelligence gain the same of
achievement but students with high spatial intelligence gain higher than those
with low spatial intelligence, while students with average spatial intelligence
gain higher achievement than those with low spatial intelligence, and dealing
with direct model, students with high spatial intelligence gain higher
achievement than those with average and low spatial intelligence, but students
with average and low spatial intelligence gain the same of achievement.
Penulis: Tardi Budiyono, Gatut
Iswahyudi
Kode Jurnal: jpmatematikadd140199
