Pengaruh Teknik Think-Pair-Share Dalam Strategi Konflik Kognitif Terhadap Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa
Abstract
Abstrak
Penelitian ini dilatar belakangi oleh rendahnya kemampuan pemecahan masalah matematis pada materi geometri SMA. Penelitian ini bertujuan untuk mengetahui besarnya pengaruh teknik think-pair-share dalam strategi konflik kognitif untuk meningkatkan kemampuan pemecahan masalah matematis siswa. Penelitian ini termasuk jenis penelitian kuasi eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas XII SMA Binaul Ummah Kabupaten Kuningan tahun pelajaran 2021-2022. Pengambilan sampel penelitian menggunakan purposive sampling dan didapat 2 kelompok dengan jumlah 58 siswa. Data yang diperoleh diambil dari jawaban soal tes kemampuan pemecahan masalah matemais berupa soal uraian sebanyak 5 butir soal yang valid dan reliabel. Analisis data kuantitatif dilakukan dengan menggunakan uji independent sample t-test. Hasil penelitian memperlihatkan bahwa nilai signifikansi (0,002) < α (0,05) artinya peningkatan kemampuan pemecahan masalah matematis siswa di kelas eksperimen lebih baik dibandingkan dengan kelas kontrol. Selain itu, diperoleh nilai Effect Size sebesar 0,45 yang menunjukkan bahwa teknik think-pair-share memberikan efek sedang pada strategi konflik kognitif
Kata Kunci : Konflik Kognitif, think-pair-share, pemecahan masalah matematis
AbstractThe Background of this research is low ability of mathematical problem solving on geometry material in high school. The aims of This research is to determine the effect of think-pair-share technique in cognitive conflict strategies to improve students' mathematical problem solving abilities. This research belongs to the type of quasi-experimental research. The population in this research are all class XII students of SMA Binaul Ummah, Kuningan, for the academic year 2021-2022. The research sample was taken using purposive sampling and obtained 2 groups with a total of 58 students. The data obtained were taken from the answers to the mathematical problem-solving ability test which consist of 5 question and it has valid and reliable. Quantitative data analysis was performed using the independent sample t-test. The results showed that the significance value (0.002) < (0.05) means that the increase in students' mathematical problem solving abilities in the experimental class is better than the control class. In addition, an Effect Size value of 0.45 was obtained, which indicates that the think-pair-share technique has a moderate effect on cognitive conflict strategies
Keywords: Cognitive Conflict, think-pair-share, mathematical problem solving
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References
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