PENGARUH MODEL PEMBELAJARAN LAPS(LOGAN AVENUE PROBLEM SOLVING)-HEURISTIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMA NEGERI 1 AIR JOMAN

Dewi Astuti, Ely Syafitri

Abstract


ABSTRAK

 

This study aims to determine whether there is an effect of thelearning model LAPS-Heuristic on the problem-solving abilities of students in class X SMA Negeri 1 Air Joman. This type of research is a quasi-experimental research design with two group pretest and posttest. The population in this study was all class X which consisted of 4 classes. The research sample consisted of 2 classes (class XA and XB) which were taken by cluster random sampling. Then given different treatment, the experimental class with thelearning model LAPS-Heuristic and the control class with the direct learning model. After the learning was completed, theobtained posttest was with an average result of the experimental class 80.81 and the control class 69.385. The t test results obtained tcount = 6.442> ttable = 1.67 then Ha is accepted, thus it can be concluded that there is an effect of the LAPS learning model(Logan Avenue Problem Solving)-Heuristic on the problem solving abilities of students in class X SMA Negeri 1 Air Joman .

 

Keywords: Problem Solving,  LAPS(Logan Avenue Problem Solving)-Heuristic


Full Text:

PDF

References


DAFTAR PUSTAKA

Adiarta, I.G.M., Candisa, I.M., Kom, M.I., dan Dantes, G.R., (2014), Pengaruh Model Pembelajaran LAPS-Heuristik terhadap Hasil Belajar Ditinjau dari Kreativitas Siswa Kelas VIII SMP Negeri 1 Payangan, e-Journal Program Pasca Sarjana Universitas Pendidikan Ganesha Program Studi Penelitian dan Evaluasi Pendidikan,Vol.4:1-10.

Arikunto, S., (2012), Dasar-dasar Evaluasi Pendidikan, Penerbit Bumi Aksara, Jakarta.

Arikunto, S., (2010), Prosedur Penelitian Suatu Pendekatan Praktik, Rineka Cipta, Yogyakarta.

Bowen, et al. (2016), The Mathematics Major’s Handbook.Wooster: The CollegeOf Wooster.

Hijjah, I.S., dan Sopiany, H.N., (2016), Penggunaan Strategi TTW (Think-Talk-Write) dengan Pendekatan Kontekstual dalam Meningkatkan Kemampuan Pemecahan Masalah dan Disposisi Matematis Siswa MTsN Rawamerta Karawang, Jurnal Pendidikan dan Penberdayaan Masyarakat, 9 (2):268-276.

Hudojo, (1988), Mengajar Belajar Matematika, Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan Dirjendikti, Jakarta.

Lestari, P.D., (2015), Keefektifan Model Problem-Based Learning DenganPendekatan Saintifik terhadap Kemampuan Pemecahan Masalah Matematis Dan Kemandirian Belajar Peserta Didik Kelas VII.,Skripsi, Universitas Negeri Semarang.

Nasution, U.S., (2016), Perbedaan Kemampuan Pemecahan Masalah Matematika Siswa yang Diajar Dengan Menggunakan Model Pembelajaran STAD dan NHT, Jurnal Mathematics Paedagogic, VII (1):51-57.

Ngalimun, (2012), Strategi dan Model Pembelajaran, Aswajaya Perindo, Yogyakarta.

Shadiq, F., (2007), Apa dan Mengapa Matematika Begitu Penting, Departemen Pendidikan Nasional, Yogyakarta.

Shoimin, A., (2016), 68 Model Pembelajaran Inovatif dalam Kurukulum 2013, Ar-Ruzz Media, Yogyakarta.

Sudjana, (2005), Metoda Statistika, Tarsito, Bandung.

Trianto,(2007),Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik, Prestasi Pustaka, Surabaya.

Wahyuni, S., (2015), Pengembangan Karakter Kedisplinan dan KemampuanPemecahanMasalahMelaluiModel LAPS-Heuristik Materi Lingkaran Kelas VIII.

Yulianto.,Rudy (2016), Penerapan Model Pembelajaran Langsung (Direct Instruction) Pada Pembelajaran Fisika Siswa Kelas VII SMP Negeri 6 Lubuk Linggau.


Refbacks

  • There are currently no refbacks.