Abstract
This study aims to describe the effectiveness of problem posing approach in term of mathematical thinking skill of senior high school students. This study was a quasi-experimental study using the nonequivalent pretest and posttest group design. The population was year X students of State Senior High School 1 of Sakra Lombok Timur that consisted of six classes. The sample was two classes selected randomly from all Year X classes; class X-5 received a treatment of problem posing approach and class X-6 received as a control class. The instrument used is a test to measure mathematical thinking skill. To find out the effectiveness of problem posing approaches in the mathematical thinking skill, the data were analyzed using One Sample Test. The result of the study states that problem posing approach is effective in terms of the mathematical thinking skill of Senior High School Students.
Highlights
This study aims to describe the effectiveness of problem posing approach in term of mathematical thinking skill of senior high school students
Meningkatkan kemampuan pemahaman dan penalaran matematik siswa sekolah menengah pertama dengan pembelajaran problem posing
Summary
Article History: Received 20 Agustus 2021|Revised 30 Agustus 2021|Accepted 13 September 2021|Available online 20 September 2021. Berdasarkan uraian di atas maka dapat dismpulkan bahwa tujuan matematika sekolah khsusunya matematika di tingkat SMA adalah untuk mengembangkan kemampuan berpikir. Hal ini sejalan dengan pendapat Marsigit (2007: 12) yang menyatakan bahwa tujuan kurikulum matematika di Indonesia adalah untuk mengembangkan kemampuan berpikir. Salah satu pendekatan pembelajaran yang bisa meningkatkan dan mengembangkan kemampuan berpikir siswa adalah dengan pendekatan problem posing (Suparno: 2002; Silver :1997; Marsigit: 2009). Berdasarkan latar belakang di atas, penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pembelajaran dengan pendekatan problem posing dan pendekatan konvensional ditinjau dari kemampuan berpikir matematis siswa. Variabel dalam penelitian ini terdiri dari dua jenis yaitu variable bebas berupa pendekatan pembelajaran problem posing dan variable terikat berupa kemampuan berpikir matematis. Analisis one sample t-test ini digunakan untuk mengetahui keefektifan pendekatan pembelajaran problem posing ditinjau dari kemampuan berpikir matematis siswa SMA. X : rata-rata sampel 0 : rata-rata yang ditetapkan s : varian sampel n : Banyaknya anggota sampel Keriteria keputusan yaitu tolak H0 jika thitung > ttabel
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