EKSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN PROBLEM SOLVING PADA MATERI STRUKTUR ALJABAR II DITINJAU DARI KREATIVITAS
Abstrak: This research aims at
revealing:(1) which one results better learning achievement on the subject of
circle among Reciprocal Teaching with Problem solving, Reciprocal Teaching, and
conventional approach; (2) which one has better mathematics learning
achievement among students with high, average, or low creativity; (3) at each
of creativity levels (high, average, and low), which one results better
learning achievement on the subject of circle among Reciprocal Teaching with
Problem Solving, Reciprocal Teaching, and conventional apprroach; (4) at each
of teaching approaches (Reciprocal Teaching with Problem Solving, Reciprocal
Teaching, and conventional approach), which group of students has better
learning achievement among groups with high, average, or low creativity. This
research was quasi-experimental research which employs 3 x 3 factorial design.
The population of this research was all of the eleventh grade students of
Khairun University in Ternate. The sampling technique used was stratified
cluster random sampling. There were 112 students selected as the sample of this
research. Based on the research findings, it can be concluded that: (1)
students taught by Reciprocal Teaching with Problem Solving have better
mathematics learning achievement than those taught by Reciprocal Teaching,
students taught by Reciprocal Teaching have better mathematics learning
achievement than those taught by conventional approach, and students taught by
Reciprocal Teaching have better mathematics learning achievement than those
taught by conventional teaching; (2) students with high, average, and low
creativity have the same mathematics learning achievement; (3) at each of
creativity levels (high, average, and low), Reciprocal Teaching with Problem Solving
results better mathematics learning achievement than Reciprocal Teaching and
conventional approach do, and Reciprocal Teaching results better mathematics
learning achievement than conventional approach does; (4) at each of teaching
approaches (Reciprocal Teaching with Problem Solving, Reciprocal Teaching, and
conventional approach), students with high, average, and low creativity have
the same mathematics learning achievement.
Key Words: Reciprocal
Teaching, Problem Solving, Reciprocal Teaching, Conventional Approach,
Creativity, Mathematics Learning Achievement
Penulis: Faradila Thalib
Kode Jurnal: jpmatematikadd141431
