Pengaruh Model Pembelajaran Missouri Mathematics Project Terhadap Kemampuan Menyelesaikan Soal Cerita Matematika Ditinjau Dari Kemampuan Verbal

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Missouri Mathematics Project terhadap kemampuan menyelesaikan soal cerita matematika ditinjau dari kemampuan verbal. Populasi penelitian adalah siswa kelas V di Gugus V Kecamatan Sukasada dengan jumlah 232 orang. Sampel penelitian adalah 88 orang siswa yang diambil dengan teknik Intact Group Random Sampling. Instrumen penelitian adalah tes kemampuan menyelesaikan soal cerita matematika dan tes kemampuan verbal. Data hasil penelitian dianalisis dengan Analisis Varians dua jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan kemampuan menyelesaikan soal cerita matematika antara siswa yang mengikuti model pembelajaran Missouri Mathematics Project dan siswa yang mengikuti model pembelajaran konvensional; (2) terdapat pengaruh interaksi antara model pembelajaran dan kemampuan verbal terhadap kemampuan menyelesaikan soal cerita matematika; (3) pada siswa yang memiliki kemampuan verbal tinggi, terdapat perbedaan kemampuan menyelesaikan soal cerita matematika yang signifikan antara siswa yang mengikuti model pembelajaran Missouri Mathematics Project dan siswa yang mengikuti model pembelajaran konvensional; (4) pada siswa yang memiliki kemampuan verbal rendah, terdapat perbedaan kemampuan menyelesaikan soal cerita matematika yang signifikan antara siswa yang mengikuti model pembelajaran Missouri Mathematics Project dan siswa yang mengikuti model pembelajaran konvensional.Kata Kunci : kemampuan verbal, Missouri Mathematics Project, soal cerita matematika. This study aimed to determine the effect of Missouri Mathematics Project learning model towards solving math word problem ability viewed from verbal reasoning. The population of study were V grade students in Cluster V Sukasada Sub-district with total 232 students. The samples of study were 88 students which collected by Intact Group Random Sampling technique. This study was quasi experiment with 2x2 factorial design. The instruments of study were solving math word problem ability test and verbal reasoning test. The data were analyzed by using two-way Analysis of Variance. The results of study indicated that: (1) there is significant difference of solving math word problem ability between students who following Missouri Mathematics Project learning model and students who following conventional learning model; (2) there is interaction effect between learning model and verbal reasoning toward solving math word problem ability; (3) in students who have high verbal reasoning, there is significant difference of solving math word problem ability between students who following Missouri mathematics Project learning model and students who following conventional learning model; (4) in students who have low verbal reasoning, there is significant difference of solving math word problem ability between students who following Missouri Mathematics Project learning model and students who following conventional learning model