EKSPERIMENTASI PEMBELAJARAN RME DENGAN PROBLEM SOLVING DAN RME DENGAN PROBLEM POSING DITINJAU DARI KREATIVITAS SISWA
Abstract: The aim of the
research was to determine the effect of learning models onmathematics
achievement viewed from the student creativity. The learning modelcompared were
RME with problem solving, RME with problem posing on conventional. The type of
the research was a quasi-experimental research. Thepopulation was the students
of Junior High School in Surakarta city on academic year 2012/2013. The samples
of this research were taken by using the stratified cluster random sampling
technique. The samples consisted of 269 students who were divided into 90
students in the first experiment class, 90 students in thesecond experiment
class, and 89 students in the control class. The result of research showed
that: (1) RME with problem solving provided better learningachievement than RME
with problem posing and the conventional model. The RMElearning model with
problem posing provided better learning achievement than conventional one, (2)
the students having high creativity had better learningachievement than those
having medium and low creativity. The students havingmedium creativity had
better learning achievement than did those having low creativity, (3) students
taught by using RME with problem solving having high creativity level had
better learning achievement than those having medium and lowcreativity level
and students having medium creativity level had learningachievement as good as
the low creativity level. Students taught by using RME with problem posing and
conventional model had equal learning achievement in eachlevel of creativity,
and (4) students having high creativity level taught by usingRME with problem
solving had better learning achievement than those taught by using RME with
problem posing and conventional model. Students having highcreativity taught by
using RME with problem posing and conventional model hadequally good learning
achievement. Students having medium and low creativity level had equal learning
achievement in each learning model.
Penulis: Satrio Wicaksono
Sudarman
Kode Jurnal: jpmatematikadd141410
