Metode guided inquiry efektif untuk meningkatkan hasil belajar siswa dalam pembelajaran matematika
Keywords:
Guided Inquiry, Prestasi Belajar, Motivasi Belajar
Abstract
Penelitian ini bertujuan untuk menguji keefektifan pembelajaran matematika dengan metode guided inquiry pada pokok bahasan Peluang. Penelitian dilakukan pada siswa kelas X SMA Negeri 1 Martapura, dipilih dua kelas yang dipilih secara acak. Kelas pertama merupakan kelas eksperimen diberikan pembelajaran matematika dengan metode pembelajaran guided inquiry, sedangkan kelas kedua merupakan kelas kontrol yang diberikan metode pembelajaran konvensional. Hasil penelitian menunjukkan bahwa pembelajaran matematika dengan metode guided inquiry efektif ditinjau dari aspek prestasi belajar dan motivasi belajar siswa, pembelajaran konvensional efektif ditinjau dari aspek prestasi belajar dan motivasi belajar siswa, dan pembelajaran matematika dengan metode guided inquiry lebih efektif daripada pembelajaran konvensional ditinjau dari aspek prestasi belajar dan motivasi belajar siswa.
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References
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Algarabel, S. & Dasi, C. 2001. The definition of achievement and the construction of tests for its measurement: A review of the main trends [Versi electronik]. Psicologica, 22, 43-66.
Allen, M.J. & Yan, W.M. 1979. Introduction to measurement theory. Monterey, CA.: Brooks/Cole Publishing Company.
Arends, R. I. & Kilcher A. 2010. Teaching for student learning, becoming an accomplished teacher. New York: Routledge.
Azwar, S. 2013. Tes prestasi: fungsi dan pengembangan pengukuran prestasi belajar (edisi II). Yogyakarta: Pustaka Pelajar Offset.
Balım, A., G. 2009. The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of Educational Research, 35, 1-20.
Bell, F.H. 1978. Teaching and learning mathematics (in secondary school). Des Moines: Wm. C. Brown Company.
Brookhart, S. M & Nitko, A. J. 2008. Assessment and grading in classrooms. Englewood Cliffs. NJ: Prentice-Hall, Inc.
Brownlie, F., et al. 2003. Enhanching learning: Report of the student achievement task force. British Columbia. Diambil pada tanggal 11 November 2013, dari http://www.bced.gov.bc.ca/taskforce/achieve_task_rep.pdf.
Cai, J., et al. 2009. Effective mathematics teaching from teacher’s perspectives. Rotterdam: Sense Publishers.
Chambers, P. 2008. Teaching mathematics. London: SAGE Publications Ltd.
Ebel, Robert L. & Frisbie, David A. 1991. Essentials of educational measurement. Englewood Cliffs, NJ: Prentice-Hall., Inc.
Gronlund, N. E. & Linn, R. L. 1990. Measurement and evaluation in teaching, (6th ed). New York: Macmillan Publishing Company.
Haylock, D., & Thangata, F. 2007. Key concept in teaching primary mathematics. London: SAGE Publication.
Hewitt, D. 2008. Understanding effective learning: strategies for the classroom. London: The Mc Graw. Hill Companies.
Kirschner, P. A., Sweller, J., & Clark, R. E. 2010. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiental, and inquiry based teaching. Educational Psychologist. 41 (2). 75-86.
Kuhlthau, C.C., Maniotes, L. K., & Caspari, A. K. 2007. Guided inquiry: learning in the 21st century school. New York: Libraries Unlimited, Inc.
Leinwand, S. 2009. Accessible mathematics: 10 instructional shifts that raise student achievement. Portsmouth, NH: Heinemann.
Lovat, T., et. al. 2011. Values pedagogy and student achievement. London: Springer.
McKinley, J. 2010. Raising black students’ achievement through culturally responsive teaching. Alexandria, VA: ASCD.
Menteri. 2007. Peraturan Menteri Pendidikan Nasional RI Nomor 20, tentang Standar Penilaian Pendidikan.
Menteri. 2013. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 65, tentang Standar Proses Pendidikan Dasar dan Menengah.
Menteri. 2013. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 32, tentang Perubahan atas Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan.
Menteri. 2013. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 64, tentang Standar Isi Pendidikan Dasar dan Menengah.
Miller, M.D., Linn, R.L., & Gronlund, N.E. 2009. Measurement and assessment in teaching. Upper Saddle River, N.J. : Pearson.
Moore, K. D. 2009. Effective instructional strategies, from theory to practice. Thousand Oaks: SAGE.
Ormrod, J. E. 2003. Educational psychology, developing learners, (4th ed). Upper Saddle: Merril Prentice Hall.
Republik Indonesia. 2003. Undang-Undang RI Nomor 20, Tahun 2003, tentang Sistem Pendidikan Nasional.
Ruppert, S. S. 2006. Critical evidence: How the arts benefit student achievement [Versi electronik]. The National Assembly of State Arts Agencies, 1-20.
Satyawati, N. N. S. B. 2012. Pengaruh model pembelajaran penemuan terbimbing berbasis lks terhadap hasil belajar matematika siswa ditinjau dari kecerdasan logis matematis pada siswa kelas X SMA N 1 Bangli. Tesis magister, tidak diterbitkan, Universitas Pendidikan Ganesha, Singaraja.
Schunk, D. H., Pintrich, P. R. & Meece, J. L. 2010. Motivation in education, theory, research, and applications, (3rd ed). Upper Saddle: Merril Prentice Hall.
SEDL. 2006. High-need schools teacher resources and teacher resources and student achievement in student achievement in high-need schools. Austin: SEDL.
Sriraman, B., & English, L. 2010. Theories of mathematics education. London: Springs.
Waege, K. 2010. Motivation for learning mathematics in terms of needs and goals. Proceedings of CERME 6, January 28th-February 1st. 84-93.
Yunus, A. S. Md. & Ali, W. Z. W. 2009. Motivation in learning of mathematics. European Journal of Social Sciences-Volume 7, Number 4. 93-10.
Published
2016-04-30
How to Cite
Saufi, M. (2016). Metode guided inquiry efektif untuk meningkatkan hasil belajar siswa dalam pembelajaran matematika. Math Didactic: Jurnal Pendidikan Matematika, 2(1), 24-31. https://doi.org/10.33654/math.v2i1.24
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Research
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