PENGARUH MODEL PEMBELAJARAN GENERATIF TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA DITINJAU DARI PERBEDAAN GENDER

Tista Sugiarti(1*), Mohammad Salam(2), Ariyadi Wijaya(3),

(1) Universitas Negeri Yogyakarta
(2) Universitas Halu Oleo
(3) Universitas Negeri Yogyakarta
(*) Corresponding Author


Abstract


Pemahaman konsep matematis siswa yang rendah merupakan suatu masalah yang harus diselesaikan dengan cara menerapkan model pembelajaran yang dapat mengaktifkan siswa, salah satunya model pembelajaran generative. Model pembelajaran generative menekankan pada integrasi aktif pengetahuan siswa atau pengalaman sebelumnya dan materi yang dipelajari melalui peran aktif mereka dalam belajar. Penelitian ini mengkaji pemahaman konsep matematika siswa dari perspektif perbedaan gender. Penelitian ini dilakukan di SMPN 1 Uepai dengan menggunakan pendekatan eksperimen semu yang melibatkan dua kelas dengan perlakuan yang berbeda. Kelas penelitian ditentukan dengan menggunakan teknik random sampling. Kelas VIII C sebagai kelas eksperimen terdiri dari 18 anak perempuan dan 14 anak laki-laki, serta 15 anak laki-laki dan 17 anak perempuan di Kelas VIII B sebagai kelas kontrol. Alat yang digunakan adalah tes kemampuan pemahaman konsep matematika siswa, yang terdiri dari lima soal esai. Pengolahan data dilakukan dengan menggunakan ANOVA 2 arah dan selanjutnya dilakukan pengujian menggunakan Scheffe. Hasil yang diperoleh menunjukkan bahwa pemberian model pembelajaran generatif kepada siswa berpengaruh terhadap kemampuan pemahaman konsep matematika siswa, dan ditemukan bahwa siswa laki-laki dan perempuan yang diajar menggunakan model pembelajaran generatif mengungguli siswa laki-laki dan perempuan yang diajar menggunakan pembelajaran langsung. Namun tanpa penerapan model pembelajaran tidak ada perbedaan kemampuan pemahaman konsep matematika siswa.

Students' low understanding of mathematical concepts is a problem that must be solved by applying learning models that can activate students, one of which is the generative learning model. The generative learning model emphasises the active integration of students' prior knowledge or experience and the material being learned through their active role in learning. This research examines students' understanding of mathematics concepts from the perspective of gender differences. This research was conducted at SMPN 1 Uepai using a pseudo-experimental approach involving two classes with different treatments. The research class was determined using random sampling technique. Class VIII C as the experimental class consisted of 18 girls and 14 boys, and 15 boys and 17 girls in Class VIII B as the control class. The tool used was a test of students' mathematical concept understanding ability, which consisted of five essay questions. Data processing was carried out using 2-way ANOVA and further testing using Scheffe. The results obtained showed that providing generative learning models to students had an effect on students' ability to understand mathematical concepts, and it was found that male and female students who were taught using generative learning models outperformed male and female students who were taught using direct learning. However, without implementing the learning model there is no difference in students' ability to understand mathematical concepts


Keywords


Gender,Generative Learning Models,Mathematical Concept Comprehension Ability

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DOI: http://dx.doi.org/10.24127/ajpm.v13i1.6435

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