Amalia, Nosa Rezki (2025) Pengaruh Penerapan Model Pembelajaran Student Teams Achievement Division (STAD) Berbasis STEM Terhadap Mathematical Critical Thinking Ability Ditinjau dari Gaya Belajar Matematika. S2 thesis, Universitas Jambi.
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Abstract
Pada observasi awal terlihat siswa tidak menuliskan diketahui (interpretasi), kurang tepat dalam membuat model matematika (analisis), kurang tepat menggunakan strategi untuk menyelesaikan soal (evaluasi), dan tidak adanya kesimpulan (inferensi). Setelah diperhatikan siswa memiliki gaya belajar yang berbeda. Namun, model pembelajaran yang digunakan belum dapat meningkatkan kemampuan berpikir kritis matematis ditinjau dari gaya belajar. Penelitian ini bertujuan untuk mengetahui bagaimana mathematical critical thinking ability yang diberikan perlakuan model pembelajaran STAD berbasis STEM yang ditinjau dari gaya belajar. Jenis penelitian ini adalah penelitian kuantitatif dengan subjek penelitian yaitu siswa kelas X MAN 1 Muaro Jambi. Desain penelitian yang digunakan adalah factorial design. Populasi sebanyak 115 siswa dari 4 kelas dan sampel terdiri dari 3 kelas, yaitu kelas eksperimen I (29 siswa), eksperimen II (29 siswa), dan kontrol (28 siswa). Teknik pengambilan sampel dilakukan dengan menggunakan teknik cluster random sampling. Instrumen pada penelitian ini merupakan lembar observasi, angket gaya belajar, dan tes mathematical critical thinking ability. Data yang diperoleh dalam penelitian ini dianalisis menggunakan uji ANOVA dua jalur. Hasil penelitian menunjukkan bahwa: 1) Terdapat pengaruh penerapan model STAD berbasis STEM terhadap mathematical critical thinking ability dimana nilai signifikansi model pembelajaran adalah 0,003<0,05 maka H_0 ditolak atau H_1 diterima, 2) Tidak terdapat pengaruh gaya belajar terhadap mathematical critical thinking ability dengan nilai signifikansi untuk gaya belajar adalah 0,725>0,05 maka H_1 ditolak atau H_0 diterima, dan 3) Tidak terdapat interaksi penerapan model STAD berbasis STEM dengan gaya belajar terhadap mathematical critical thinking ability dengan nilai signifikansi 0,508 > 0,05 maka H_1 ditolak atau H_0 diterima. Hasil penelitian menyimpulkan bahwa model pembelajaran STAD berbasis STEM yang diterapkan di kelas eksperimen I lebih efektif untuk mathematical critical thinking ability, dibuktikan dengan rata-rata mathematical critical thinking ability model pembelajaran STAD berbasis STEM sebesar 58,7608 yang mana lebih besar dari rata-rata yang menggunakan STAD dan direct instruction. In initial observations, it was seen that students did not write down what they knew (interpretation), were not precise in making mathematical models (analysis), were less precise in using strategies to solve problems (evaluation), and had no conclusions (inference). After paying attention, students have different learning styles. However, the learning model used has not been able to improve mathematical critical thinking skills in terms of learning style. This research aims to find out how mathematical critical thinking skills are treated with the STEM-based STAD learning model in terms of learning styles. This type of research is quantitative research with research subjects namely class X students at MAN 1 Muaro Jambi. The research design used was a factorial design. The population was 115 students from 4 classes and the sample consisted of 3 classes, namely experimental class I (29 students), experimental class II (29 students), and control (28 students). The sampling technique was carried out using the cluster random sampling technique. The instruments in this research were observation sheets, learning style questionnaires, and mathematical critical thinking ability tests. The data obtained in this study were analyzed using a two-way ANOVA test. The results of the research show that: 1) There is an influence of the application of the STEM-based STAD model on mathematical critical thinking skills where the significance value of the learning model is 0,003<0,05, so H_0 is rejected or H_1 is accepted, 2) There is no influence of learning style on mathematical critical thinking skills with The significance value for learning style is 0,725>0,05, so H_1 is rejected or H_0 is accepted, and 3) There is no interaction between the application of the STEM-based STAD model and learning style on mathematical critical thinking skills with a significance value of 0,508 > 0,05, so H_1 is rejected or H_0 accepted. The results of the research concluded that the STEM-based STAD learning model applied in experimental class I was more effective for mathematical critical thinking skills, as evidenced by the average mathematical critical thinking ability of the STEM-based STAD learning model of 58,7608 which is greater than the average. using STAD and direct instruction.
| Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | STAD Berbasis STEM, Mathematical Critical Thinking Ability, Gaya Belajar |
| Subjects: | L Education > L Education (General) |
| Divisions: | Pascasarjana > Pendidikan Matematika |
| Depositing User: | Nosa Rezki Amalia |
| Date Deposited: | 13 Jan 2025 02:54 |
| Last Modified: | 13 Jan 2025 02:54 |
| URI: | https://repository.unja.ac.id/id/eprint/74199 |
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