Upaya Meningkatkan Minat Belajar Matematika Dengan Pendekatan Open-Ended

Weni Gurita Aedi

doi:10.26737/jpmi.v3i2.691

Upaya Meningkatkan Minat Belajar Matematika Dengan Pendekatan Open-Ended

Weni Gurita Aedi

Abstract

Minat belajar merupakan modal awal siswa untuk belajar. Minat belajar merupakan dorongan dari dalam diri siswa secara psikis untuk mempelajari sesuatu dengan kesadaran, ketenangan dan kedisiplinan, sehingga siswa dapat secara aktif dan senang untuk melakukannya. Namun faktanya minat belajar matematika siswa masih perlu ditingkatkan. Sehingga perlu dilakukankan upaya untuk menciptakan suatu pembelajaran yang aktif, kreatif dan inovatif yang dapat meningkatkan minat belajar matematika siswa. Salah satu yang dilakukan yaitu dengan menerapkan pendekatan open-ended. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan menerapkan pendekatan open-ended untuk meningkatkan minat belajar matematika. PTK dilakukan dalam dua siklus. Tiap siklus terdiri dari kegiatan perencanaan, tindakan, pegamatan, dan refleksi. Hasil penelitian menunjukkan bahwa pendekatan open-ended dapat meningkatkan minat belajar matematika matematika siswa. Setelah dilakukan upaya-upaya perbaikan, pada penerapan pendekatan open-ended dalam pembelajaran matematika dari siklus I ke siklus II dapat meningkatkan minat belajar matematika siswa.

Keywords

minat belajar, open-ended, matematika, PTK

Full Text:

PDF

References

Anderson, L. W .(1981). Assessing affective characteristics in the schools. Boston, MA: Allyn and Bacon.

Azwar, S. (1996). Tes prestasi fungsi pengembangan pengukuran prestasi belajar. Yogyakarta: Pustaka Belajar.

Bell, F.H. (1978). Teaching and learning mathematics (in secondary school). Dubuque, IA: Wm. C. Brown Company Publishers.

Bell-Gredler & Margaret. (1986). Learning and instruction, theory into practice. New York: Collier Macmillan Canada

Bruner, Jerome S. (1971). Toward a Theory of Instruction. Massachusetts: The Belknap Press.

Chambers, P. (2008). Teaching mathematics developing as a reflective secondary teacher. London: SAGE Publications.

Collette, A. T., & Chiapetta, E. L. (1994). Science instruction in the middle and secondary schools (3rd ed). New York: Maxwell Macmillan, Inc.

Depdiknas. (2006). Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006. Tentang Standar Isi

Djaali. (2008). Psikologi Pendidikan. Jakarta: Bumi Aksara.

Elliott, S.N., Kratochwill, T.R, Cook, J. L., & Travers, J.F. (2000). Educational psychology: Effective teaching, effective learning (3rd ed). Boston: McGraw-Hill

Evans, B. (2007). Student attitudes, conceptions, and achievement in introductory undergraduate college statistics. The mathematics educator 2007, Vol. 17, No. 2, 24-30. Diambil dari http://math.coe.uga.edu/tme/issues/v17n2/v17n2_Evans.pdf

Gable, R.K. (1986). Instrument development in the effective domain. Boston: Kliewe Nijhoff Publishing.

Gareis, C. R & Grant, L. W. (2008). Teacher-made assesments: how to connect, curriculum, instruction, and student learning. New York: Eye On Education.

Gronlund, N.E. (1982). Constructing achievement test. Englewood Cliffs. New Jersey: Prentice Hall.

Hashimoto, Y. (1997). An Example of lesson development. Dalam J. P. Becker dan S. Shimada (eds). The Open-Ended Approach: A New Proposal for Teaching Mathematics. Reston, VA: NCTM.

Hiroshima, M. (1997). Review of linear functions. Dalam J. P. Becker dan S. Shimada (eds). The Open-Ended Approach: A New Proposal for Teaching Mathematics. Reston, VA: NCTM.

Ishiyama, H. (1997). Right triangle and the “connecting middle points” theorem. Dalam J. P. Becker dan S. Shimada (eds) The Open-Ended Approach: A New Proposal for Teaching Mathematics. Reston, VA: NCTM

Idris Harta & Yeni Rahmawati ES. (2014). Keefektifan Penedektan Open-Ended dan CTL Ditinjau Dari Hasil Belajar Kognitif Dan Afektif. Jurnal Riset Pendidikan Matematika UNY, Volume 1 Nomor 1 Mei 2014

Jihad, A. (2008). Pengembangan kurikulum matematika (tinjauan teoritis dan historis. Yogyakarta: Multi Pressindo

Kemmis, S. & Taggart, R. (1991). The action research planner. Victoria University Press.

Joyce, B., & Weil, M. (1996). Models of teaching. Boston: Allyn and Bacon

J.P Guilford. 1969. Personallity. New York: MC.Graw Hill Book Company.

Kennedy, M.L., Tipps, S,. & Johnson,A. (2008). Guiding children’s learning of mathematics. New York, NY: Thomson Higher Education.

Lianghuo Fan & Yan Zhu. (2008). Using performance assesment in secondary school mathematics: an empirical study in a Singapore classroom. Journal of Mathematics Education, Vol. 1, No. 1, pp. 132-135. http://educationforatoz.com/images/11FanUsingPerformanceAssesmentproofreadingdone-4. pdf.

Masingila, J.O. (2002). Examining students’ perceptions of their everyday mathematics practice. Dalam Brenner, M.E. & Moschkovich, J.N.(Eds.), Everyday and academic mathematics in the classroom(pp. 30-39). Reston, VA: NCTM.

Mcintosh, R & Jarret, D. (2000). Teaching mathematical problem solving. Boston, MA: Mathematics and science Education Center.

Mohammad Al-Absi. (2012). The Effect of Open-ended Tasks –as an assessment tool- on Fourth Graders’ Mathematics Achievement, and Assessing Students’ Perspectives about it. Jordan Journal of Educational Sciences Vol. 9, No. 3, pp 345-351

NCTM. (2000). Principles and standards for school mathematics.Reston, VA: NCTM.

Nitko., A. J, & Brookhart, S. M. (2007). Educational assesment of students. Boston, MA: Pearson (Merill Prentice Hall).

Nohda, N. (2000). A study of “open-ended approach mathod in school mathematics teaching-focusing on mathematical problem solving activities. Paper disajikan dalam the ninth International Congress on Mathematics Education (ICME): Mathematics Education in Pre and Primary School, di Makuhari, Jepang

Nuning Melianingsih. (2014). Kefektifan pendekatan open-ended dan problem solving pada pembelajaran matematika di SMP N 1 Pandak Bantul ditinjau dari pencapaian kemampuan penalaran, pemecaham masalah dan komunikasi matematis. Tesis. Universitas Negeri Yogyakarta

Oh Nam Kwon, Jung Sook Park, Jee Hyun Park .(2006). Cultivating Divergent Thinking in Mathematics through an Open-Ended Approach. Education Research Institute, Vol. 7, No. 1, 51-61.

Pritchard, A. & Woollard, J. (2010). Psychology for the classroom: contructivism and social learning. New York: Routledge

Rathus, S. A. (2014). Childhood and adolescence voyages in development (5th ed). Belmont: Wadsworth Cengage Learning.

Sawada, T. (1997). Developing lesson plans. Dalam J. P. Becker dan S. Shimada (ed) The Open-Ended Approach: A New Proposal for Teaching Mathematics. Reston, VA: NCTM.

Sax, G. (1980). Principles of educational and psychological measurement and evaluation (2nd ed). California: Wadsworth Publishing Company.

Shimada, S., & Becker, J. (1997). The Significance of an open-ended approach. Dalam J. P. Becker dan S. Shimada (ed) The Open-Ended Approach: A New Proposal for Teaching Mathematics. Reston, VA: NCTM

Skemp, R. (1971). The psychology of learning mathematics. Bungay, Suffolk:Richard Clay (The Chaucer Press) Ltd.

Sutherland, R. (2007). Teaching for learning mathematics. New York, NY: Open University Press.

Takahashi, A. (2006). Communication as Process for Students to Learn Mathematical. [online]. Tersedia: http://www.criced.tsukuba.ac.jp/math/apec/apec2008/papers/PDF/14.Akihiko_Takahashi_USA.pdf.

DOI: http://dx.doi.org/10.26737/jpmi.v3i2.691