KEMAMPUAN PEMAHAMAN MATEMATIS SISWA MELALUI PENDEKATAN SAINTIFIK DENGAN TIPE SOAL OPEN ENDED
DOI:
https://doi.org/10.30605/proximal.v4i1.478Keywords:
open ended, pemahaman matematis, pendekatan saintifikAbstract
ABSTRAK
Tujuan penelitian ini untuk mengkaji kemampuan pemahaman matematis siswa melalui penggunaan pendekatan saintifik dengan soal open ended dan pendekatan saintifik tanpa soal open ended. Selain itu, penelitian ini bertujuan untuk mengetahuai pengaruh pemberian soal open ended pada pendekatan Saintifik terhadap kemampuan pemahaman matematis siswa. Penelitian menggunakan metode kuasi eksperimen dengan populasi terdiri dari siswa kelas VIII di salah satu sekolah di Kabupaten Indramayu, Jawa Barat. Sampel diambil dua kelas dengan menggunakan teknik simple random sampling. Satu kelas belajar melalui pendekatan saintifik dengan pemberian soal open ended, sedangkan kelas lain menggunakan pendekatan Saintifik tanpa pemberian soal open ended. Berdasarkan hasil penelitian, kemampuan pemahaman matematis siswa melalui penggunaan pendekatan saintifik dengan soal open ended dan pendekatan saintifik tanpa soal open ended masih rendah. Tidak terdapat pengaruh pemberian soal open ended pada pendekatan saintifik terhadap kemampuan pemahaman matematis siswa.
Kata Kunci : open ended, pemahaman matematis, pendekatan saintifik.
ABSTRACT
The purpose of this study is to examine students' mathematical understanding ability through the use of scientific approaches with open ended problems and scientific approaches without open ended problems. In addition, this study aims to explore the influence of open ended problems on scientific approaches to students' mathematical understanding ability The study used quasi-experimental methods with a population consisting of grade VIII students in one of the schools in Indramayu Regency, West Java. Samples were taken in two classes using simple random sampling techniques. One class learned through a scientific approach by giving open ended problems, while the other class used a Scientific approach without giving open ended problems. Based on the results of the study, students' mathematical understanding ability through the use of scientific approaches with open ended problems and scientific approaches without open ended problems are still low. There is no effect of giving open ended problems on scientific approaches to students' mathematical understanding ability
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