PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DITINJAU DARI SELF-EFFICACY SISWA KELAS VIII SMP NEGERI 2 COMAL

Puput Rakhmawati

Abstract


The aims of this research are: (1) to find out whether the students’ ability to understand mathematic concept using POGIL method is better than the ability of studentswith expository learning, (2) to perceive whether the conceptual understanding of students with high self-efficacy is better than the students with medium and low self-efficacy, (3) to find out if the high self-efficacy students’ mathematic conceptual understanding ability is better by applying POGIL than expository method, if the medium self-efficacy students’ mathematic conceptual understanding ability is better by applying POGIL than expository method and if the low self-efficacy students’ mathematic conceptual understanding ability is better by applying POGIL than expository method.

Keywords


Process Oriented Guided Inquiry Learning (POGIL); Ability of Mathematic Conceptual Understanding; Self-Efficacy

Full Text:

PDF

References


Budiyono. 2009. Statistika untuk Penelitian. EdisiKedua. Surakarta: UNS Press.

Rosidah. 2013. “Keefektifan Pembelajaran POGIL berbantuan LKPD Terhadap Kemampuan Pemecahan Masalah Materi Pokok Peluang”. Jurnal Kreano. 4, (1), 74.

Slameto. 2010. Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

Suherman, E. dkk. 2003. Strategi Pembelajaran Matematika Kontemporer. Bandung: UPI JICA.

Sukanto dan Siregar, Y. A. 2017. “Hubungan Self-Efficacy dan Sikap Positif Terhadap Prestasi Akademik Siswa SMK Negeri 1 Sipirok”. MES Journal of Education and Science. 3, (1).




DOI: http://dx.doi.org/10.31941/delta.v7i2.925

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Delta: Jurnal Ilmiah Pendidikan Matematika

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

printed ISSN : 2303-3983

electronic ISSN : 2548-3994