v

ABSTRACT

Rasma (G2I1 15 017). The Effect of Problem Posing ning Model with RME

Approach on Students’ Results of Learning Mathematics.

Junior high school students’ result of learning mathematics are still far from

satisfactory due to the quality of mathematics learning in class. Students’ feel bored

with the subject, were passive in their learning, unable to construct their knowledge

independently, and were not well trained to solve contextual mathematic problem.

A learning model which was believed to be good to apply in mathematics class in

order to increase students’ learning results in the problem posing learning model

with RME approach.

The aim of this study was to determine the improvement of students’

learning mathematics after they were twught using the problem posing model with

RME approach. The study was a quasy experimental research with non equivalent

control group design. Population of the study included all students of class VII of

SMPS Kartika. Samples were two classes which were determined using the

purposive sampling technique, whereas experimental and control class were

assigned randomly. The students in the experimental class were taught using the

problem posing model with RME approach, and those in the control class were

instructed in a direct learning model. Instruments of the study were a test to measure

the students’ result of learning mathematics and observation sheets. Data were

analyzed using the descriptive statistics and inferential statistics, whereas

hypotheses were tested using independent t-tets and paired t-test at 𝛼=0,05.

Results of the study showed that (1) the mean score of student’ results of

learning mathematics aafter they were taught using the problem posing model with

RME approach was higher than the score that they gained before the treatment; and

(2) the mean score of student’ result of learning mathematics after they were taught

using the problem posing model with RME approach was higher than the score

gained by those who were not taught wih the model. Result of analyzing data of

observation indicated that the problem posing learning model with RME approach

could improve students’ activities in learning mathematics.

Keywords: Result of Learning Mathematics, Problem Posing, RME Approach

vi

ABSTRAK

Rasma (G2I1 15 017). Pengaruh Model Pembelajaran Poblem Possing dengan

Pendekatan RME Terhadap Hasil Belajar Matematika Siswa.

Hasil belajar matematika siswa SMP masih rendah disebabkan oleh kualitas

pembelajaran matematika di dalam kelas. Siswa bosan belajar matematika, pasif

dalam pembelajaran, tidak mandiri dalam mengkonstruksi pengetahuannya, dan

tidak terlatih menyelesaikan masalah matematika yang kontekstual. Model

pembelajaran yang diperkirakan baik untuk diterapkan pada pembelajaran

matematika dalam rangka mendorong meningkatkan hasil belajar matematika siswa

adalah model pembelajaran problem possing dengan pendekatan RME.

Tujuan penelitian ini adalah untuk mengetahui peningkatan hasil belajar

matematika siswa yang diajar model pembelajaran problem posing dengan

pendekatan RME. Penelitian ini merupakan penelitian Quasi Experiment dengan

menggunakan Nonequivalent Control Group Design. Populasi penelitian ini adalah

seluruh siswa kelas VII SMPS Kartika. Sampel penelitian diambil dua kelas dengan

teknik purposive sampling dan penentuan kelas eksperimen dan kelas kontrol

dipilih secara random. Siswa kelas eksperimen menggunakan model pembelajaran

problem possing dengan pendekatan RME dan siswa pada kelas kontrol

menggunakan model pembelajaran langsung. Instrumen penelitian yang digunakan

adalah tes hasil belajar matematika dan lembar observasi. Data dianalisis secara

statistik deskriptif dan statistik inferensial dengan uji hipotesis menggunakan uji t-

independen dan uji t-paired pada ᾳ = 0,05.

Hasil penelitian menunjukkan bahwa (1) Rata-rata hasil belajar matematika

siswa setelah diajar model pembelajaran problem posing dengan pendekatan RME

lebih tinggi daripada sebelum diajar model pembelajaran problem posing dengan

pendekatan RME; dan (2) Rata-rata peningkatan hasil belajar matematika siswa

yang diajar model pembelajaran problem posing dengan pendekatan RME lebih

tinggi daripada siswa yang tidak diajar dengan model ini. Hasil analisis terhadap

data observasi menunjukkan bahwa model pembelajaran problem posing dengan

pendekatan RME dapat meningkatkan aktivitas belajar matematika siswa.

Kata kunci: Hasil Belajar Matematika, Problem Posing, Pendekatan RME.