ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui: 1) manakah yang memberikan prestasi belajar matematika lebih baik antara siswa yang dikenai model pembelajaran kooperatif tipe TAI, model pembelajaran kooperatif tipe TTW, atau model pembelajaran langsung pada materi fungsi; 2) manakah yang mempunyai prestasi belajar matematika yang lebih baik antara siswa dengan AQ kategori climbers, campers, atau quitters pada materi fungsi; 3) pada masing-masing kategori AQ, manakah yang memberikan prestasi belajar matematika lebih baik antara siswa yang dikenai model pembelajaran TAI, model pembelajaran TTW, atau model pembelajaran langsung; 4) pada masing-masing model pembelajaran, manakah yang mempunyai prestasi belajar matematika lebih baik antara siswa kategori climbers, campers, atau quitters.
Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3x3. Populasi dari penelitian ini adalah seluruh siswa kelas VIII SMP Negeri Se-Kabupaten Boyolali tahun pelajaran 2015/2016. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar matematika dan angket Adversity Quotient. Sebelum digunakan untuk pengumpulan data, instrumen tes dan angket telah diuji cobakan terlebih dahulu. Penilaian validitas isi dilakukan oleh validator. Uji Reliabilitas instrumen angket menggunakan rumus Cronbach alpha dan uji konsistensi internal menggunakan rumus korelasi momen produk dari Karl Pearson. Uji reliabilitas instrumen tes menggunakan rumus KR-20 dan daya pembeda menggunakan rumus korelasi momen produk dari Karl Pearson. Uji keseimbangan menggunakan uji ANAVA satu jalan. Uji prasyarat meliputi uji normalitas menggunakan metode uji Lilliefors dan uji homogenitas menggunakan metode Barttlet. Teknik analisis data yang digunakan adalah uji ANAVA dua jalan dengan sel tak sama.
Berdasarkan uji hipotesis diperoleh kesimpulan sebagai berikut: 1) Prestasi belajar matematika siswa yang dikenai model pembelajaran TAI lebih baik daripada prestasi belajar matematika siswa yang dikenai model pembelajaran TTW dan langsung pada materi fungsi, prestasi belajar matematika siswa yang dikenai model pembelajaran TTW lebih baik daripada prestasi belajar matematika siswa yang dikenai model pembelajaran langsung pada materi fungsi. 2) Prestasi belajar matematika siswa kategori climbers lebih baik daripada prestasi belajar matematika siswa kategori campers maupun quitters pada materi fungsi dan prestasi belajar siswa kategori campers lebih baik daripada prestasi belajar matematika siswa kategori quitters pada materi fungsi. 3) Pada siswa kategori climbers, siswa yang dikenai model pembelajaran TAI, TTW, dan langsung mempunyai prestasi belajar matematika yang sama; pada siswa kategori campers, prestasi belajar matematika siswa yang dikenai model pembelajaran TAI sama dengan prestasi belajar matematika siswa yang dikenai model pembelajaran TTW dan lebih baik daripada prestasi belajar matematika siswa yang dikenai model pembelajaran langsung, prestasi belajar matematika siswa yang dikenai model pembelajaran TTW lebih baik daripada prestasi belajar matematika siswa yang dikenai model pembelajaran langsung; pada siswa kategori quitters, prestasi belajar matematika siswa yang dikenai model pembelajaran TAI lebih baik daripada siswa yang dikenai model pembelajaran TTW maupun langsung dan prestasi belajar matematika siswa yang dikenai model pembelajaran TTW sama dengan siswa yang dikenai model pembelajaran langsung, 4) Pada model pembelajaran TAI, prestasi belajar matematika siswa kategori climbers lebih baik daripada siswa kategori campers maupun quitters dan prestasi belajar matematika siswa kategori campers sama dengan siswa kategori quitters; pada model pembelajaran TTW, prestasi belajar matematika siswa kategori climbers sama dengan siswa kategori campers dan lebih baik daripada siswa kategori quitters, prestasi belajar matematika siswa kategori campers lebih baik daripada siswa kategori quitters; pada model pembelajaran langsung, prestasi belajar matematika siswa kategori climbers lebih baik daripada siswa kategori campers maupun quitters dan prestasi belajar matematika siswa kategori campers sama dengan siswa kategori quitters.
Kata Kunci: TAI, TTW, Model Pembelajaran Langsung, Adversity Quotient, Prestasi Belajar Matematika
ABSTRACT
The purpose of this study was to know: 1) which one of TAI, TTW, and direct learning models that resulted in better students’ mathematics learning achievement on function; 2) which one of the students with climbers, campers, and quitters AQ category who had better mathematics learning achievement on function; 3) for each AQ caegory, which one of  TAI, TTW, and direct learning models that could make the students get better mathematics achievement; 4) for each learning model, which one of climber, campers, and quitters students category that resulted in better mathematics achievement.
This was a quasi experimental research with 3x3 factorial design. The population of this research consisted of all the students in eighth grade of Junior High Schools in Boyolali Regency during the academic year of 2015/ 2016. The sampling was conducted by stratified cluster random sampling technique. The instruments used to collect the data were the students’ mathematics test result and adversity quotient questionnaire. Before being used to collect the data, the test and questionnaire instruments were tried-out. Validity test was conducted by the validator. Questionnaire instrument reliability test was conducted by using Cronbach alpha formula while internal consistency test was conducted by using product moment correlation formula from Karl Pearson. Instrument reliability test was conducted by using KR-20 formula and discrimination power by using product moment correlation by Karl Pearson. Balance test was conducted by one-way ANAVA test. Prerequisite test consisted of normality test by using Lilliefors testing method and homogeneity test by using Barttlet method. Data analyzing technique used were two-ways ANAVA test with unbalanced cell.
Based on the hypothesis test, it was concluded as follows. 1) The mathematics learning achievement of the students who were treated by TAI learning model was better than the mathematics learning achievement of the students who were treated by TTW and direct learning model on function, the mathematics learning achievement of the students who were treated by TTW learning model was better than the mathematics learning achievement of the students who were treated by direct learning model on function. 2) The mathematics learning achievement of the students with climbers category was better than the mathematics learning achievement of the students with campers or quitters category and the learning achievement of campers category students was better than the learning achievement of quitters category students on function. 3) The students with climbers category who were treated by TAI, TTW, and direct learning models had the same mathematics learning achievement; the mathematics achievement of the the students with campers category who were treated by TAI learning model was same the mathematics learning achievement of the students who were treated by TTW learning model and was better than the one of the students who were treated by direct learning model, while the mathematics learning achievement of the students who were treated by TTW learning model was better than the achievement of the students who were treated by direct learning model; the students with quitters category who were treated by TAI learning model had better mathematics learning achievement than the students with TTW and direct learning model, the students mathematics learning achievement with TTW learning model was same the students with direct learning model. 4) In TAI learning model, the mathematics learning achievement of the students with climbers category was better than the mathematics learning achievement of the students with campers and quitters category, the mathematics learning achievement of the students with campers category was same the students with quitters category; in TTW learning model, the mathematics learning achievement of the students with climbers category was same of the students with campers category and was better than the students with quitters category, the mathematics learning achievement of the students with campers category was better than the students with quitters category; in direct learning model, the mathematics learning achievement of the students with climbers category was better than the students with campers and quitters category, the mathematics learning achievement of the students with campers category was same the students with quitters category.
Keywords : TAI, TTW, Direct Learning Model, Adversity Quotient, Mathematics Learning Achievement