PENGARUH MODEL PEMBELAJARAN HERMENEUTIKA DENGAN BAHAN AJAR GAMIFIKASI TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK

ABSTRAK Kemampuan pemahaman konsep matematis dalam pembelajaran matematika merupakan suatu kemampuan yang perlu dikuasai oleh setiap peserta didik guna menunjang peserta didik dalam proses belajar dan menyelesaikan berbagai permasalahan matematika. Berdasarkan pra penelitian menunjukkan bahwa kemampuan pemahaman konsep matematis peserta didik kelas VIII di SMP Negeri 4 Pakuan Ratu masih tergolong rendah, hal ini terlihat dari hasil ujian tengah semester genap tahun ajaran 2019/2020 dimana peserta didik yang memperoleh nilai diatas KKM (nilai ) sebanyak 30 dari 92 peserta didik. Salah satu solusi untuk meningkatkan kemampuan berpikir kritis matematis peserta didik yaitu penerapan model pembelajaran Hermeneutika dengan bahan ajar Gamifikasi. Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan model pembelajaran Hermeneutika dengan bahan ajar Gamifikasi terhadap kemampuan pemahaman konsep matematis peserta didik. Penelitian ini merupakan jenis penelitian Quasy Eksperimental Design dengan rancangan penelitian faktorial . Sampel dalam penelitian ini adalah peserta didik kelas VIII A, VIII B dan VIII C di SMP Negeri 4 Pakuan Ratu. Teknik pengambilan sampel yang digunakan adalah Cluster Random Sampling (teknik acak kelas). Teknik pengumpulan data dalam penelitian ini berupa dokumentasi dan tes. Teknik analisis data yang digunakan yaitu uji Normalitas dan uji Homogenitas. Pengujian hipotesis dalam penelitian ini menggunakan uji Anava Satu Jalan (One Way Analysis of Variance). Berdasarkan hasil penelitian dan perhitungan uji Anava Satu Jalan, diperoleh kesimpulan bahwa terdapat pengaruh model pembelajaran Hermeneutika dengan bahan ajar Gamifikasi terhadap kemampuan pemahaman konsep matematis peserta didik. Kemampuan pemahaman konsep matematis peserta didik mendapatkan hasil yang paling baik pada kelas yang diterapkan model pembelajaran Hermeneutika dengan bahan ajar Gamifikasi dan model pembelajaran Hermeneutika dibandingkan dengan model pembelajaran konvensional. Kata Kunci: Model Pembelajaran Hermeneutika, Bahan Ajar Gamifikasi, Kemampuan Pemahaman Konsep Matematis iii ABSTRACT The ability to understand mathematical concepts in learning mathematics is an ability that needs to be mastered by every student in order to support students in the learning process and solve various mathematical problems. Based on the pre-study, it shows that the ability to understand mathematical concepts of class VIII students at SMP Negeri 4 Pakuan Ratu is still relatively low, this can be seen from the results of the even mid-semester exams for the 2019/2020 academic year where students who score above the KKM (value 75) as many as 30 of 92 students. One solution to improve students' mathematical critical thinking skills is the application of the Hermeneutics learning model with Gamification teaching materials. The purpose of this study was to determine the effect of applying the Hermeneutics learning model with Gamification teaching materials on the ability to understand mathematical concepts of students. This research is a Quasy Experimental Design research with a 3×1 factorial research design. The sample in this study were students of class VIII A, VIII B and VIII C at SMP Negeri 4 Pakuan Ratu. The sampling technique used is Cluster Random Sampling (class random technique). Data collection techniques in this study were in the form of documentation and tests. The data analysis technique used is normality test and homogeneity test. Hypothesis testing in this study used the One Way Analysis of Variance test. Based on the results of the research and the calculation of the One Way Anava test, it was concluded that there was an effect of the Hermeneutics learning model with Gamification teaching materials on the ability of students to understand mathematical concepts. The ability to understand mathematical concepts of students gets the best results in classes that apply the Hermeneutics learning model with Gamification teaching materials and Hermeneutics learning models compared to conventional learning models. Keywords: Hermeneutics Learning Model, Gamification Teaching Materials, Mathematical Concept Understanding Abilit

Ability to Understand Mathematic Concepts: The Effect of The Hermeneutic Model Assisted by Gamification Teaching Materials

The ability to understand mathematical concepts in learning mathematics needs to be mastered by students to support the learning process and solve various mathematical problems. This study aims to determine the effect of the Hermeneutics-Assisted learning model of gamification teaching materials on the ability to understand mathematical concepts of students. This research is a type of Quasy Experimental Design research with a 3×1 factorial research design. The data collection technique in this study was a test of the ability to understand mathematical concepts. The data analysis techniques used are normality test, homogeneity test, and one-way analysis of variance. Based on the results of the study, it was concluded that there was an effect of applying the Hermeneutics learning model assisted by gamification teaching materials on the ability to understand students' mathematical concepts. Hermeneutics learning model assisted by gamification teaching materials has a significant influence on the ability to understand mathematical concepts of students

PENGARUH MODEL PEMBELAJARAN IMPROVE BERBANTUAN KONSEP GAMIFIKASI TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS PESERTA DIDIK

ABSTRAK Kemampuan berpikir kritis matematis merupakan kemampuan dalam berpikir yang melibatkan proses kognitif serta mengajak peserta didik untuk berpikir reflektif dalam menyelesaikan permasalahan. Berdasarkan pra penelitian yang telah dilakukan, kemampuan berpikir kritis matematis pada peserta didik SMPN 1 Abung Pekurun masih rendah, dibuktikan dari hasil tes kemampuan berpikir kritis matematis peserta didik yang memperoleh nilai dibawah KKM (Kriteria Ketuntasan Minimum) dengan nilai < 70 sebanyak 62,5% dari 120 peserta didik. Oleh karena itu, peneliti tertarik untuk menerapkan model pembelajaran yang dapat mempengaruhi kemampuan berpikir kritis matematis peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran IMPROVE (Introducing the new concept, Metacognitive questioning, Practicing, Reducing and Reviewing difficulties, Obtaining Mastery, Verification, and Enrichment) berbantuan konsep gamifikasi terhadap kemampuan berpikir kritis matematis peserta didik. Penelitian ini merupakan jenis penelitian quasy experiment design dengan rancangan penelitian posttest-only control group design. Populasi dalam penelitian ini adalah seluruh kelas VIII yang terdiri dari 4 kelas, dan sampel pada penelitian ini menggunakan 3 kelas dengan teknik pengambilan sampel yang digunakan adalah cluster random sampling dengan materi relasi dan fungsi. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir kritis matematis berupa soal uraian. Uji hipotesis dalam penelitian ini menggunakan uji ANOVA satu jalan (one-way ANOVA), dengan taraf signifikansi sebesar 0,05 atau 5%. Berdasarkan hasil uji ANOVA satu jalan diperoleh nilai signifikan sebesar 0,013 < 0,05 H0 ditolak artinya terdapat pengaruh model pembelajaran IMPROVE berbantuan konsep gamifikasi terhadap kemampuan berpikir kritis matematis peserta didik. Selanjutnya dilakukan uji lanjut untuk melihat kelas mana yang memberikan pengaruh yang signifikan, berdasarkan hasil uji lanjut menggunakan metode uji Tukey, memperoleh hasil bahwa kelas yang menggunakan model pembelajaran IMPROVE berbantuan konsep gamifikasi terdapat pengaruh yang signifikan terhadap kemampuan berpikir kritis matematis dibandingkan dengan kelas yang menggunakan model pembelajaran teacher center. Kata kunci: Model pembelajaran IMPROVE, Konsep Gamifikasi, Kemampuan Berpikir Kritis Matematis iv ABSTRACT Mathematical critical thinking ability is an ability in thinking that involves cognitive processes and invites students to think reflectively in solving problems. Based on pre-research that has been conducted, the ability to think critically mathematically in students at SMPN 1 Abung Pekurun is still low, as evidenced by the results of the mathematical critical thinking ability test of students who get scores below the KKM with a score < 70 as much as 62.5% of 120 students. Therefore, researchers are interested in applying learning models that can affect students' mathematical critical thinking skills. This study aims to determine the effect of the IMPROVE learning model (Introducing the new concept, Metacognitive questioning, Practicing, Reducing and Reviewing difficulties, Obtaining Mastery, Verification, and Enrichment) assisted by the concept of gamification on students' mathematical critical thinking skills. This research is a type of quasy experiment design with posttest-only control group design. The population in this study were all VIII classes consisting of 4 classes, and the sample in this study used 3 classes with the sampling technique used was cluster random sampling with relation and function material. The instrument used in this study was a test of mathematical critical thinking skills in the form of description questions. Hypothesis testing in this study used one-way ANOVA test, with a significance level of 0.05 or 5%. Based on the results of the one-way ANOVA test, a significant value of 0.013 <0.05 H0 is rejected, meaning that there is an effect of the IMPROVE learning model assisted by the concept of gamification on students' mathematical critical thinking skills. Furthermore, further tests were carried out to see which class had a significant effect, based on the results of further tests using the Tukey test method, it was found that the class using the IMPROVE learning model assisted by the gamification concept had a significant effect on mathematical critical thinking skills compared to the class using the teacher center learning model. Keywords: IMPROVE learning model, Gamification Concept, Mathematical Critical Thinking Abilit

PENGEMBANGAN BAHAN AJAR MATEMATIKA MELALUI PENDEKATAN ETNOMATEMATIKA BERBASIS BUDAYA BANTEN

Penelitian ini dilatarbelakangi oleh fakta sulitnya memahami materi matematika khususnya teorema Pythagoras. Salah satu penyebab siswa merasa kesulitan dalam memahami teorema Pythagoras di antaranya yaitu miskonsepsi dalam mendeskripsikan sisi-sisi pada segitiga siku-siku, bahan ajar yang tidak sesuai dengan karakteristik dan lingkungan belajar siswa, dan kurangnya minat siswa dalam belajar. Oleh karena itu, diperlukan bahan ajar yang dapat membuat materi teorema Pythagoras dapat dipahami, menarik untuk dipelajari, dan lebih bermakna bagi siswa. Penelitian ini bertujuan (1) mengembangkan bahan ajar matematika melalui pendekatan etnomatematika berbasis budaya Banten pada topik teorema Pythagoras; (2) mengetahui kualitas bahan ajar matematika ditinjau dari aspek kevalidan, kelayakan, dan keefektifan. Model penelitian yang digunakan adalah penelitian pengembangan model ADDIE. Data dikumpulkan melalui observasi, kuesioner, dan wawancara. Teknik analisis data meliputi analisis kualitatif dan kuantitatif. Berdasarkan hasil analisis data ditinjau dari aspek kualitas kevalidan bahan ajar oleh ahli materi dan ahli media diperoleh masing-masing skor rata-rata yaitu 0,925 dan 0,889 dengan kategori keduanya “Sangat Valid.” Respon siswa dan guru pada uji coba kelompok kecil masing-masing memperoleh nilai rata-rata 0,895 dan adalah 0,93 dengan kategori keduanya “Sangat Layak.” Pada uji coba kelompok besar, respon siswa dan guru masing-masing memperoleh nilai rata-rata 0,87 dan 0,89 dengan kategori keduanya “Sangat Layak.” Hasil uji keefektifan bahan ajar diperoleh bahwa nilai rata-rata tes akhir kelas eksperimen lebih besar dari nilai rata-rata tes akhir kelas kontrol, dengan menggunakan uji t pihak kanan yaitu t_hitung>t_tabel adalah 3,67>1,67. Artinya bahan ajar matematika teorema Pythagoras melalui pendekatan etnomatematika berbasis budaya Banten efektif untuk digunakan dalam pembelajaran matematika. This research was motivated by the fact that it is difficult to understand mathematics, especially the Pythagorean theorem. One of the causes of students finding it difficult to understand the Pythagorean theorem include misconceptions in describing the sides of a right triangle, teaching materials that are not in accordance with the characteristics and student learning environment, and the lack of student interest in learning. Therefore, teaching materials are needed that can make the Pythagorean theorem material understandable, interesting to learn and more meaningful for students. This study aims to (1) developing mathematics teaching materials through an ethnomathematical approach based on Banten culture on the topic of the Pythagorean theorem; (2) knowing the quality of mathematics teaching materials in terms of validity, feasibility, and effectiveness. The research model used is ADDIE model development research. Data were collected through observation, questionnaires, and interviews. Data analysis techniques include qualitative and quantitative analysis. Based on the results of data analysis in terms of the quality aspect of the validity of teaching materials by material experts and media experts, each average score was 0.925 and 0.889 with both categories “Very Valid.” The responses of students and teachers in the small group trial each obtained an average score of 0.895 and was 0.93 with the second category “Very Eligible.” In the large group trial, the responses of students and teachers each obtained an average value of 0.87 and 0.89 with both categories "Very Eligible.” The result of the effectiveness test of teaching materials had that the average value of final test the experimental class was more than the average value of final test the control class, using the right-hand t-test, which t_count>t_table with 3.67>1.67. It means that mathematics teaching materials on the Pythagorean theorem through an ethnomathematical approach based on Bantenese culture were effective for use in teaching learning mathematics

KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS: DAMPAK MODEL HERMENEUTIKA DENGAN BAHAN AJAR GAMIFIKASI

Pembelajaran matematika memerlukan pemahaman konsep pada proses pembelajaran untuk memecahkan permasalahan yang dihadapi. Penelitian ini bertujuan mengetahui dampak model pembelajaran Hermeneutika dengan bahan ajar gamifikasi terhadap kemampuan pemahaman konsep matematis siswa. Penelitian ini berjenis Quasy Eksperimental Design faktorial . Teknik pengumpulan data yakni tes kemampuan pemahaman konsep matematis. Teknik analisis data pada penelitian ini yakni uji normalitas, uji homogenitas, dan uji Anova Satu Jalur. Hasil penelitian disimpulkan bahwa terdapat dampak penerapan model pembelajaran Hermeneutika dengan bahan ajar gamifikasi terhadap kemampuan pemahaman konsep matematis siswa. Model pembelajaran Hermeneutika dengan bahan ajar gamifikasi memberikan dampak yang signifikan terhadap kemampuan pemahaman konsep matematis siswa