ABSTRACT
The objectives of research were to find out: (1) which one provided better mathematics learning achievement, TPS type of learning model with scientific approach, PBL learning model with scientific approach or direct learning model, (2) which one had better learning achievement, the students with high, those with medium, and those with low prior competency of mathematics learning, (3) in each learning model, which one had better learning achievement, the students with high, those with medium, and those with low prior competency of mathematics learning, and (4) in each category of prior competency, which one provided better mathematics learning achievement, TPS type of learning model with scientific approach, PBL learning model with scientific approach or direct learning model.
This study was a quasi-experimental research with a 3x3 factorial design. The population of research was all of the 8th graders of Junior High Schools in Sragen Regency in academic year of 2014/2015. The sample was taken using stratified cluster random sampling. The samples of research consisted of 297 (102 students for TPS class, 96 students for PBL class, and 99 students for direct learning). The instruments used for collecting data were mathematic learning achievement test and prior competency test of students. The instruments of achievement test and prior competency were tried out for finding content validity, difficulty level, distinguishing power, and reliability. The equilibrium test was carried out using a one-way variance analysis with different cells, so that it could be concluded that the sample derived from the population with equal prior competency. The prerequisite test included normality test using Lilliefors method and homogeneity test using Bartlett method with Chi Square test. With a = 0.05, it could be concluded that the sample derived from the normally distributed population with same variance. The data analysis was conducted using a two-ways analysis with different cells that was then followed by a multiple comparative test using Scheffe method.
Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The students treated with PBL learning model with scientific approach provided better learning achievement than those treated with TPS and those treated with direct learning model. The students treated with TPS learning model with scientific approach provided equal mathematics learning achievement to those treated with direct learning. (2) The students with high prior competency had better learning achievement than those with medium and those with low prior competencies.The students with medium prior competency had better learning achievement than those with low one. (3) In the TPSlearning model with scientific approach and direct learning model, the students with high and medium prior competencies had better learning achievement than those with low one. In the PBL learning model with scientific approach, the students with high prior competency had better learning achievement than those with low prior competenciesand both of them provided the same learning achievement than those with medium one. (4) The students with high prior competency category had the same learning achievement in TPS type of learning model with scientific approach, PBL learning model with scientific approach or direct learning model. In medium prior competency category, PBL learning model with scientific approach provided better learning achievement than TPS learning model with scientific approach did, and provided the same learning achievement as the direct learning model did. Meanwhile in low prior competency category, PBL learning model with scientific approach provided better learning achievement than TPS learning model with scientific approach and direct learning model, and TPS learning model with scientific approach provided the same learning achievement as the directlearning model did.
Keywords:Mathematics Learning Achievement, TPS, PBL, Scientific approach,Prior Competency
