PENGARUH MODEL PROBLEM POSING SETTING KOOPERATIF TERHADAP PRESTASI DAN MINAT BELAJAR MATEMATIKA SISWA KELAS X SMA DI KABUPATEN MERAUKE DITINJAU DARI GAYA KOGNITIF SISWA
Abstract: The aim of the research was to determine the
effect of learning models on mathematics achievement and learning interest
viewed from the student cognitive style. The learning models compared were
conventional model, the setting cooperative learning model of Problem posing,
and Problem Posing model. The type of the research was a quasi-experimental
research. The population were the students of Senior High School in Merauke
regency on academic year 2013/2014. The size of the sample was 213 students consisted
of 71 students in control group, 71 students in the first experimental group
and 71 students in the second experimental group. The instruments used were
mathematics achievement test, quesioner, and Group Embedded Figure Test (GEFT).
The data was analyzed using multivariate analysis of variance. The conclusions
of the research were as follows. (1)
Both the setting cooperative learning
model of Problem Posing and Problem Posing learning model result in a better
learning achievement than the conventional learning model, and the setting
cooperative learning model of Problem Posing result in a better learning
achievement than the Problem Posing learning model. (2) The conventional
learning model, the setting cooperative learning model of Problem Posing, and
Problem Posing learning model results in the same learning interest. (3)
The field independent students have a
better learning achievement than the field dependent students. (4) The field
independent students have a better learning interest than the
field dependent students. (5) For the field dependent students, the
setting cooperatif learning model of Problem Posing gives better learning achievement than the Problem
Posing model, and Problem Posing learning model gives better learning achievement
than the conventional learning model, and the setting cooperative learning
model of Problem Posing gives the same learning achievement with the Problem
Posing model. For the field independent
students, the setting cooperative learning model of Problem Posing and the
Problem Posing model gives better
learning achievement than the conventional learning model. (6) For the field
dependent students, each learning models gives the same learning interest. For
the field independent students, each
learning models gives the same learning interest.
Keywords: Problem
Posing,Setting cooperative, Learning achievement, learning interest, cognitive
style
Penulis: Irene Endah Tri
Winihati, Budiyono Budiyono, Budi Usodo
Kode Jurnal: jpmatematikadd140152
