DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Penerapan Discovery Learning Berbantuan Koin Berwarna dan Dadu Untuk Memahamkan Konsep Peluang pada Mahasiswa STKIP PGRI Lumajang

DANA ARIF LUKMANA ARIF LUKMANA

Abstrak


ABSTRAK

 

Lukmana, DanaArif.2015. Penerapan Discovery Learning BerbantuanKoinBerwarnadanDaduUntukMemahamkanKonsepPeluangpadaMahasiswa STKIP PGRI Lumajang.Tesis, Program StudiPendidikanMatematika, Pascasarjana, UniversitasNegeri Malang. Pembimbing: (I) Prof.Drs. GatotMuhsetyo, M.Sc (II) Dr.rer.nat. I Made Sulandra, M.Si.

 

Kata Kunci: Discovery Learning, KoinBerwarna, Dadu, Memahamkan, Peluang.

 

Penelitianinidilatarbelakangiolehkesulitan yang dialamimahasiswadalammemahamikonsepmatematika.Hal inidisebabkanolehrendahnyakemampuanberpikirabstrakdankemampuandasarmatematika yang dimilikimahasiswa.Penggunaan model pembelajaran yang tidaksesuai, misalnyaceramahdandiskusimembuatmahasiswajenuhdanmenjadipasifsaatpembelajaranberlangsung.Salah satukonsepmatematika yang sulitdipahamiolehmahasiswaadalahkonseppeluang.Untukmengatasimasalahtersebutdiperlukan model pembelajaran yang melibatkanmahasiswasecaraaktif.Model pembelajaran yang sesuaiyaknidiscovery learning. Penggunaankoinberwarnadandadudalamdiscovery learningbertujuanuntukmemudahkanmahasiswadalammemahamikonseppeluang.

Tujuanpenelitianiniadalahmendeskripsikanpelaksanaandiscovery learningberbantuankoinberwarnadandaduuntukmemahamkankonseppeluangpadamahasiswa STKIP PGRI Lumajang.Metode yang digunakandalampenelitianiniadalahkualitatifdenganjenisPenelitianTindakanKelas (PTK) denganduasiklus, yang tiapsiklusnyaterdiridari : (1) Perencanaan, (2) Pelaksanaan, (3) Observasi, dan (4) Refleksi. Data dalampenelitianinimeliputihasilobservasiaktifitasdosen, aktifitasmahasiswadanhasiltesakhirsiklus.Sumber data dalampenelitianiniadalahmahasiswakelasA semester III Program StudiPendidikanMatematika STKIP PGRI Lumajangtahunakademik 2015-2016 danpenelitisebagaidosen.

Hasilpenelitianinimenunjukkanbahwapenerapandiscovery learningberbantuankoinberwarnadandadudapatmemahamkankonseppeluangpadamahasiswa, denganlangkah-langkahsebagaiberikut: (1) Stimulasi : Mahasiswadistimulasiuntukmelakukanpenyelidikandengancaramemberikanmasalahsederhanauntukdiselesaikan, kemudiandilanjutkandenganmemberikansebuahtantanganberupamasalah yang lebihkompleks, (2) Identifikasimasalah : Mahasiswadiberikankesempatanuntukmembuathipotesisataudugaanatasjawabantantangan, (3) Pengumpulan data : Mahasiswamelakukaneksperimendenganmenggunakankoinberwarnamaupundadudanmencatathasilsetiap kali eksperimendilakukan, (4) Pengolahan data: Mahasiswamengolah data yang diperolehmenjadilebihsederhanauntukditemukanpolanyadan (5) Verfikasi: Mahasiswamengujikebenaranpolauntuk data yang lainnya, dan (6) Generalisasi: Mahasiswamembuatgeneralisasidaripola yang ditemukankemudianmempresentasikangeneralisasi yang sudahdibuat.

Berdasarkanhasilpenelitianpadasiklus I rata-rata persentaseaktifitasdosenmencapai 73,2% danpadasiklus II mencapai 81,67%. Padasiklus I rata-rata persentaseaktifitasmahasiswamencapai 74,52% danpadasiklus II mencapai 82,61%. Artinyaaktifitasdosendanaktifitasmahasiswamasukdalamkategoribaik.Padasiklus I persentasemahasiswa yang mencapainilaiketuntasan minimal mencapai 74% danpadasiklus II mencapai 82%.Artinyapersentasemahasiswa yang mencapainilaiketuntasan minimal sudahlebihdari 80%.Rata-rata kesalahankonsep, kesalahanprosedurdankesalahanhitung yang dilakukanmahasiswapadatesakhirsiklus I mencapai 37%, sedangkanpadatesakhirsiklus II mencapai 28%.Olehkarenaitupenelitiandihentikansetelahsiklus II.

Beberapatemuan yang diperolehpenelitiselamamelakukanpenelitianadalahsebagaiberikut: (1) Mahasiswadapatmengetahuibagaimanasuaturumusdiperoleh (2) Pembelajaranberlangsungdenganmenyenangkan (3) Mengubahkomposisikelompokmenjadilebihheterogendapatmembuatkinerjakelompokmenjadilebihefektif, (4) Memberikankesempatanseluas-luasnyapadasemuamahasiswaterutamapadamahasiswaberkemampuanrendahuntukbertanya, menjawabpertanyaan, mengemukakanpendapat, ataumempresentasikanhasildiskusidapatmenunjangsecaralangsungterhadapcapaiandanprestasimahasiswa, (5) Memberikankesempatanpadamahasiswauntukmengerjakanberbagaicontohsoal yang memuatpenggunaankonsep-konsep yang sudahdipelajarisebelumnyadengantingkatkesulitanberagam, memberikanmahasiswapengalaman yang cukup, sehinggamenunjangcapaiandanprestasimahasiswa, (6) Meningkatkanmotivasibelajarmahasiswadenganmemberikandorongandalambentuk kata-kata positifdanpujiansertapenguatandapatmemperbaikipembelajaran.

Agarmahasiswaterstimulusmelakukanpenyelidikan, dalamtahapstimulasidosenperlumemberikanduaatautigamasalahsederhana yang kompleksitasnyasemakintinggisehinggadiharapkansetelahmenyelesaikansoaltersebutmahasiswamempunyaigambaranbagaimanamenyelesaikanmasalahtantangan.Dalamtahappengolahan data, perludipikirkanbagaimanacara agar hasilpenyederhaan data, dapat memudahkanmahasiswadalammenemukanpola. Selamapembelajarandengandiscovery learning, pendampingansangatdiperlukansehinggasetiaptahapandalamdiscovery learningberjalanefektif di semuakelompok.

 

ABSTRACT

 

Lukmana, Dana Arif. 2015. Application of Discovery Learning Assisted Colored Coins and Dice to Understand the Concept of Probabilityto the Students of STKIP PGRI Lumajang. Thesis. Mathematics Education Programme, Graduate ofState University of Malang. Advisors: (I) Prof.Drs. Gatot Muhsetyo, M.Sc (II) Dr.rer.nat. I Made Sulandra, M.Sc.

 

Keywords: Discovery Learning, Colored Coins, Dice, to Understand, Probabibilty.

 

This research is motivated by the difficulties experienced by students in understanding mathematical concepts. It is caused by a lack of the ability to think abstractly and basic math skills possessed students. The use of learning models that are not appropriate, for examplea lecture and discussion to make students bored and become passive when learning takes place. One mathematical concept which is difficult to understand by the students is the the concept of Probability. To overcome these problems required instructional model that involves students actively. Learning models that appropriate is the Discovery Learning. The use of colored coins and dice in the Discovery Learning aims to enable students to understand the concept of probability.

The purpose of this study was to describe the implementation of Discovery Learning that assisted by colored coins and dice to understand the concept of probability tothe students of STKIP PGRI Lumajang. The method used in this study is qualitative with Action Research type, with two cycles and each of cycle consisting of: (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection. The data in this study include the observation of lecturer activities and student activities and the results of the final test cycle. Source of data in this study is the Student of class A,  third semester in Mathematics Education Programme of STKIP PGRI Lumajang in 2015 to 2016 academic year and researcher as a lecturer.

The results showed that the application of the discovery learning assistedcolored coins and dice can make the students understand the concept of probability with the steps as follows: (1) Stimulation: Students are stimulated to carry out the investigation by providing a simple matter to students to be resolved, then continued giving a challenge in the form of a more complex problem, (2) Problem Identification: Students to create a conjecture on the answer the challenge, (3) Data collection: Students perform experiments using colored coins or dice and record the results of each experiment done, (4) Data processing : Students process data obtained becomes much simpler to find a pattern and (5) Verification: Students test the correctness of a pattern for other data, and (6) Generalization: Students make generalizations from patterns found then present generalizations have been found.

Based on the results of the study in the first cycle the average percentage of faculty activity reached 73.2% and the second cycle reaches 81.67%. In the first cycle the average percentage of student activity reached 74.52% and in the second cycle reaches 82.61%. It means that the lectureractivities and student activities fall into good category. In the first cycle the percentage of students who achieve mastery minimum value reached 74% and the second cycle reaches 82%. That is the percentage of students who achieve the minimum completeness already more than 80%. On average misconceptions, procedural errors and miscalculation did students at the end of the test cycle I reached 37%, whereas at the end of the test cycle II reached 28%.Therefore, the study was stopped after the second cycle.

Some of the findings obtained by researchers during the study were as follows: (1) Students can learn how a formula obtained by (2) Students can enjoy the learning activities undertaken (3) Changing the composition of the group becomes more heterogeneous can make the performance of a group become better and effective, (4) Providing greater opportunities for all students, especially in low ability students to ask questions, answer questions, express opinions, or presented results the discussion could support directly on outcomes and achievements of students, (5) Provide opportunities for students to work on various problem that includes the use of the concepts that have been studied previously with the difficulty level variety can give students experience in solving various kinds of problems that will support the student achievement, (6) Improve students' learning motivation by giving encouragement in the form of positive words and praise and reinforcement can improve learning.

To ensure students were stimulated to conduct an investigation, the stimulation phase of the lecturer needs to give two or three simple problems that successively higher complexity that is expected after completing a simple matter of the students have an idea of ​​how to solve the problem a challenge. In the data processing stage, need to think about how to order the result of simplifying the data can facilitate students in finding patterns. At this stage of generalization, to solidify the understanding of students needs to be given to solve problems that can directly apply the formula or definition that has been found is then followed by a more complex problem with the application of the concepts that have been found previously. During learning by discovery learning, mentoring is indispensable so that each stage of discovery learning is effective in all groups.