ABSTRAK
Penelitian ini bertujuan untuk mengetahui : (1) manakah yang memberikan
prestasi belajar matematika lebih baik, antara model problem based learnig
(PBL), model pembelajaran kooperatif tipe group investigation (GI), atau model
pembelajaran klasikal dengan pendekatan saintifik, (2) manakah yang mempunyai
prestasi belajar matematika lebih baik, antara siswa yang memiliki kemandirian
belajar tinggi, sedang atau rendah, (3) pada masing-masing kategori model
pembelajaran, manakah yang mempunyai prestasi belajar matematika lebih baik,
siswa yang memiliki kemandirian belajar tinggi, sedang, atau rendah pada, (4)
Pada masing-masing tingkat kemandirian belajar, manakah yang menghasilkan
prestasi belajar matematika lebih baik, antara model pembelajaran problem based
learnig (PBL), model pembelajaran kooperatif tipe group investigation (GI), atau
model pembelajaran klasikal.
Penelitian ini merupakan penelitian eksperimental semu dengan desain
factorial 3x3, populasi, penelitian adalah peserta didik SMA kelas XI Kabupaten
Lombok Timur tahun pelajaran 2014/2015. Pengambilan sampel dilakukan
dengan cara stratified cluster radom sampling. Sampel pnelitian ini adalah siswa
kelas XI SMA Negeri 1 jerowaru, SMA Negeri 3 Selong, dan MA NW Kabar.
Instrumen yang digunakan untuk mengumpulkan data adalah tes prestai siswa dan
angket kemandirian belajar. Uji instrumen tes yang digunakan adalah uji validitas,
daya beda, tingkat kesukaran, dan reliabilitas. Uji normalitas menggunakan
Lilliefors, uji homogenitas dengan uji Barlett dan uji keseimbangan menggunakan
analisis Variansi dua jalan dengan sel tak sama pada singkat signifikansi ??= 0,05.
Berdasarkan hasil penelitian dan pembahasan diperoleh kesimpulan
sebagai berikut: 1) model pembelajaran probem based learning (PBL) dengan
pendekatan saintifik memberikan prestasi belajar matematika yang sama dengan
model pembelajaran kooperatif tipe group investigation (GI) dengan pendekatan
saintifik, model pembelajara probem based learning (PBL) dengan pendekatan
saintifik dan model pembelajaran kooperatif tipe group investigation (GI) dengan
pendekatan saintifik memberikan prestasi belajar matematika yang lebih baik
dibandingkan dengan model pembelajaran klasikal dengan pendekatan saintifik,
2) siswa dengan tingkat kemandirian belajar tinggi, sedang, dan rendah
memberikan prestasi belajar matematika yang sama, 3) pada masing-masing
model pembelajaran, siswa dengan tingkat kemandirian belajar tinggi, sedang, dan
rendah memberikan prestasi belajar matematka yang sama, 4) pada asing-masing
tingkat kemandirian belajar, model pembelajaran probem based learning (PBL)
dengan pendekatan saintifik memberikan prestasi belajar matematika yang sama
dengan model pembelajaran kooperatif tipe group investigation (GI) dengan
pendekatan saintifik, model pembelajaran probem based learning (PBL) dengan
pendekatan saintifik dan model pembelajaran kooperatif tipe group investigation
(GI) dengan pendekatan saintifik sama-sama memberikan prestasi belajar
matematika yang lebih baik disbandingkan dengan model pembelajaran klasikal
dengan pendekatan saintifik.
Kata kunci: PBL, GI, Klasikal, Tingkat Kemandirian Belajar
ABSTRACT
The objectives of the research were to investigate: 1) wich of the problem
based learning model (PBL), the cooperative learning model of the group
investgatio (GI) type, and the classical learning model with scientific approach
results in a better learning achievement in mathematics: 2) wich of tehe student
with the high independent learning, the medium independent learning, and the low
independent learning have a better learning achievement in mathematics; 3) in
each of the learning model application, which student have a better learning
achievement in the mathematics: 4) in each of the independent learning levels,
which learning model result in a better learning achievement in mathematics.
The research used the experimental quasi research method with 3x3
factorial deigen 3x3. The population of the research were all students in Grade XI
of public senior high school in Lombok East regency in academic year 2014/2015.
The sampel of he research were taken by using stratified cluster random sampling.
The samples of the research were the student in Grade XI of public senior high
School 1 of Jerowaru, those in Grade XI of public senior high School 3 of Selong,
and those in Grade XI public senior high islam School of Kabar. The data was
collected by test result of student and questioner student’s independent learning.
The test instrument were analysed y using content validity, analisysis of difficulty
levels, analysis of different power, and reliability test. The questioner instrument
were analyzed by using content validty, analysis of internal consistency, and
reability test. The hipotesis of the research were analyzed by using the two-way
analysis of variance with unbalanced cell at the significance level of = 0,05
The conclusions of this research are as follows: 1) the problem based
learning model (PBL) and the cooperative learning model of the group
investgation (GI) type with scientific approach result in equal learning
achievement in mathematics, buth both problem based learning model (PBL) and
the cooperative learning model of the group investgation (GI) type give better
result in learning achievement in mathematics than the classical with scientific
approach: 2) the student with the high, medium, and ow independent learning
levels have equal learning achievement: 3) in each of the learning models, the
high, medium, and, low independent learning levels, result in the equal learning
achievement: 4) in each of the independent learning levels, the problem based
learning model (PBL) and the cooperative learning model of the group
investgation (GI) type with scientific approach result in equal learning
achievement in mathematics, buth both problem based learning model (PBL) and
the cooperative learning model of the group investgation (GI) type give better
result in learning achievement in mathematics than the classical with scientific
approach.
Keywords: PBL, GI, Classical, independent learning levels.