PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH DAN PENALARAN MENGGUNAKAN MODEL SFAE DAN RECIPROCAL TEACHING

Abstrak

Penelitian ini bertujuan untuk mengetahui : 1) Perbedaan kemampuan pemecahan masalah matematis siswa yang diajar dengan model pembelajaran student facilitator and explaining (SFEA) dan reciprocal teaching; 2) Perbedaan kemampuan penalaran siswa yang diajar dengan model pembelajaran student facilitator and explaining (SFEA) dan reciprocal teaching; 3)Perbedaan kemampuan pemecahan masalah dan penalaran matematis siswa yang diajar dengan model pembelajaran student facilitator and explaining (SFAE) dan reciprocal teaching. Analisis data dilakukan dengan analisis ANAVA dua jalur. Hasil penelitian ini menunjukkan : 1) Terdapat perbedaan kemampuan pemecahan masalah matematis siswa yang diajar dengan model pembelajaran student facilitator and explaining (SFEA) dan reciprocal teaching dengan Fhitung > Ftabel yaitu 11,803 > 4,073;2) Terdapat perbedaan kemampuan penalaran siswa yang diajar dengan model pembelajaran student facilitator and explaining (SFEA) dan reciprocal teaching dengan dengan Fhitung > Ftabel yaitu 11,147 > 4,073;3)Terdapat perbedaan kemampuan pemecahan masalah dan penalaran matematis siswa yang diajar dengan model pembelajaran student facilitator and explaining (SFEA) dan reciprocal teaching dengan Fhitung > Ftabel yaitu 11,466 > 3,955.

ABSTRACK        This study aims to determine: 1) Differences in students' mathematical problem solving abilities who are taught with the student facilitator and explaining () and reciprocal teaching learning models; 2) Differences in the reasoning abilities of students who are taught with the student facilitator and explaining (SFEA) learning model and reciprocal teaching; 3) Differences in problem solving abilities and mathematical reasoning of students who are taught with the learning model student facilitator and explaining (SFEA) and reciprocal teaching. Data analysis was performed using two-way ANOVA analysis. The results of this study indicate: 1) There are differences in the mathematical problemsolving abilities of students who are taught with the student facilitator and explaining (SFEA) learning model and reciprocal teaching with Fcount > Ftable, namely 11,803 > 4,073; 2) There are differences in the reasoning abilities of students who are taught with the learning model. student facilitator and explaining (SFEA) and reciprocal teaching with Fcount > Ftable, namely 11,147 > 4,073; 3) There are differences in problem solving and mathematical reasoning abilities of students who are taught with the student facilitator and explaining (SFEA) learning model and reciprocal teaching with Fcount > Ftable namely 11.466 > 3.955.