EFEKTIVITAS REALISTIC MATHEMATICS EDUCATION BERBASIS HYPOTHETICAL LEARNING TRAJECTORIES TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF SISWA

Yoga Tegar Santosa; Setiya Antara; Sukimin; Nining Setyaningsih; Sri Sutarni

doi:10.26877/dwdtj642

Authors

Yoga Tegar Santosa Universitas Muhammadiyah Surakarta
Setiya Antara Universitas Muhammadiyah Surakarta
Sukimin Universitas Muhammadiyah Surakarta
Nining Setyaningsih Universitas Muhammadiyah Surakarta https://orcid.org/0000-0001-9481-8329
Sri Sutarni Universitas Muhammadiyah Surakarta https://orcid.org/0000-0002-7597-7321

DOI:

https://doi.org/10.26877/dwdtj642

Keywords:

berpikir reflektif, hypothetical learning trajectories, kaidah pencacahan, realistic mathematics education

Abstract

Berpikir reflektif memiliki peran penting bagi siswa pada pembelajaran matematika yang melibatkan pemecahan masalah. Namun, siswa seringkali memiliki kemampuan berpikir reflektif yang cenderung rendah. Penelitian ini bertujuan untuk menguji perbedaan kemampuan berpikir reflektif siswa yang mendapat pembelajaran Realistic Mathematics Education (RME) berbasis Hypothetical Learning Trajectories (HLT) dan siswa yang menerima pembelajaran konvensional. Penelitian ini bersifat kuantitatif quasi-eksperimental menggunakan desain non-equivalent pretest-posttest. Sebanyak 72 siswa kelas XII dari SMA Negeri 1 Boyolali menjadi subjek penelitian. Mereka dibagi menjadi kelompok eksperimen dan kontrol. Kemampuan berpikir reflektif siswa dianalisis menggunakan tes berpikir reflektif berupa soal matematika non-rutin yang telah divalidasi sebagai bagian dari alat pengumpulan data. Uji statistika inferensial dan deskriptif diterapkan dalam menganalisis data. Temuan penelitian menunjukkan bahwa siswa yang mengikuti pembelajaran RME berbasis HLT dan siswa yang mengikuti pembelajaran konvensional memiliki kemampuan berpikir reflektif yang berbeda secara signifikan. Hasil lain menunjukkan bahwa siswa yang menerima pembelajaran RME berbasis HLT mengungguli siswa yang memperoleh pembelajaran konvensional dalam hal berpikir reflektif.

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