The Role of Aptitude Treatment Interaction Instructional Model with Task and Forced Instructional Strategy on Student Mathematical Reasoning Ability
DOI:
https://doi.org/10.61193/jidr.v1i1.1Kata Kunci:
Aptitude Treatment Interaction, Task & Forced, Instructional Strategy, Mathematics EducationAbstrak
This research was conducted to determine the effect of aptitude treatment interaction (ATI) instructional models with task and forced instructional strategy to mathematical reasoning abilities. Mathematical reasoning ability is an ability that belongs to the goals of national education, but its achievement is still fairly low. The method used in this study is a quasi-experimental method with a poststest-only research design. Sampling in this study using purposive sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMK Perintis 1 Depok and SMK Fajar Depok. The experimental class uses aptitude treatment interaction (ATI) learning model with task and forced learning strategies, while the control class uses conventional methods. The collected data is then analyzed using the calculation of chi-square test, fisher test and hypothesis testing. The results of the data analysis showed that the average value of students who learned using aptitude treatment interaction (ATI) learning model with task and forced learning strategies was higher than the average value of students who learned using conventional methods. Based on the results of hypothesis testing shows that there is an influence of aptitude treatment interaction (ATI) learning model with task learning strategies and forced on students' mathematical reasoning abilities.
Referensi
Aditya, D. Y. (2016). Pengaruh metode pembelajaran resitasi terhadap hasil belajar matematika siswa. Jurnal SAP, 1(2), 165–174.
Agustin, R. D. (2016). Kemampuan penalaran matematika mahasiswa melalui pendekatan problem solving. Jurnal Pedagogia, 5(2), 179–188.
Astleitner, H., & Koller, M. (2006). An aptitude-treatment-interaction-approach on motivation and student’s self-regulated multimedia-based learning. Interactive Educational Multimedia, 13(13), 11–23.
Aswita, D. (2015). Identifikasi masalah yang dihadapi guru biologi dalam pelaksanaan pelajaran pada materi ekosistem. Jurnal Biotik, 3(1), 63–68.
Baiq Sarlita Kartiani, A. H. & A. E. (2017). Pengaruh metode kooperatif terhadap prestasi belajar Bahasa Indonesia siswa sekolah dasar. Jurnal Pendidikan Mandala, 2(2), 180–188.
Burns, M. K., Codding, R. S., Boice, C. H., & Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction. School Psychology Review, 39(1), 1–15.
Burns, M. K., Davidson, K., Zaslofsky, A. F., Parker, D. C., & Maki, K. E. (2017). The relationship between acquisition rate for words and working memory, short-term memory, and reading skills: aptitude-by-treatment or skill-by-treatment interaction? Assessment for Effective Intervention, 1–11. https://doi.org/10.1177/1534508417730822
Caspi, O., & Bell, I. R. (2004). One size does not fit all: Aptitude x treatment interaction (ati) as a conceptual framework for complementary and alternative medicine outcome research. Part II—Research Designs and Their Applications. The Journal of Alternative and Complementary Medicine, 10(4), 1–8. https://doi.org/10.1089/acm.2004.10.698
Donas, A. (2016). Pengaruh penerapan pembelajaran bermakna (meaningfull learning) pada pembelajaran tematik IPS terpadu terhadap hasil belajar siswa kelas III di MI Ahliyah IV Palembang. Jurnal Ilmiah PGMI, 2(1), 19–28.
Eka S. Ariananda, D. (2014). Pengaruh kedisiplinan siswa di sekolah terhadap prestasi belajar siswa teknik pendingin. Journal of Mechanical Engineering Education, 1(2), 233–238.
Fuchs, L. S., Schumacher, R. F., Sterba, S. K., Long, J., Namkung, J., Malone, A., … Changas, P. (2014). Does working memory moderate the effects of fraction intervention? An aptitude-treatment interaction. Journal of Educational Psychology, 106(2), 499–514. https://doi.org/10.1037/a0034341
Hwu, F., Pan, W., & Sun, S. (2014). Aptitude-treatment interaction effects on explicit rule learning: A latent growth curve analysis. Language Teaching Research, 18(3), 294–319. https://doi.org/10.1177/1362168813510381
Lehmann, J., Goussios, C., & Seufert, T. (2016). Working memory capacity and disfluency effect: an aptitude-treatment-interaction study. Metacognition and Learning, 11(1), 89–105. https://doi.org/10.1007/s11409-015-9149-z
Leonard. (2015). Kompetensi tenaga pendidik di Indonesia: Analisis dampak rendahnya kualitas SDM guru dan solusi perbaikannya. Formatif: Jurnal Ilmiah Pendidikan MIPA, 5(3), 192–201. Retrieved from http://dx.doi.org/10.30998/formatif.v5i3.643
Leonard. (2018). Task and forced instructional strategy: Instructional strategy based on character and culture of Indonesia nation. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(1), 51–56. Retrieved from http://dx.doi.org/10.30998/formatif.v8il.2408
Leonard & Chaidir, M. (2018). The development of learning design on down syndrome children’s numbers recognition. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(1), 17–30. Retrieved from http://dx.doi.org/10.30998/formatif.v8il.2285
Maesaroh, S. (2013). Peranan metode pembelajaran terhadap minat dan prestasi belajar pendidikan agama Sslam. Kependidikan, 1(metode pembelajaran), 150–168. Retrieved from http://ejournal.iainpurwokerto.ac.id/index.php/jurnalkependidikan%0Ahttp://moraref.or.id/record/view/45097
Maran, R. R. (2015). Pengantar Sosiologi Politik. Jakarta: PRENADAMEDIA.
Mikrayanti. (2016). Meningkatkan kemampuan penalaran matematis melalui pembelajaran berbasis masalah. Suska Journal of Mathematics Education, 2(2), 1–6.
Nuraini, M. T. & E. T. M. (2016). Analisis permasalahan guru terkait perangkat pembelajaran berbasis model pembelajaran biologi di SMA. Jurnal Pendidikan, 1(10), 2066–2070.
Riyanto, B., & Siroj, R. A. (2011). Meningkatkan kemampuan penalaran dan prestasi matematika dengan pendekatan konstruktivisme pada siswa sekolah menengah atas. Jurnal Pendidikan Matematika, 5(2), 111–128.
Rofiq, M. N. (2010). Pembelajaran kooperatif (cooperative learning) dalam pengajaran pendidikan agama Islam. Jurnal Falasifa, 1(1), 1–14.
Saputri, I., Susanti, E., & Aisyah, N. (2017). Kemampuan penalaran matematis siswa menggunakan pendekatan metaphorical thinking pada materi perbandingan kelas VIII di SMPN 1 Indralaya Utara. Jurnal Elemen, 3(1), 1–10.
Smith, B., & Sechrest, L. E. E. (1991). Treatment of aptitude X treatment interactions. Journal of Consulting and Clinical Psychology, 59(2), 233–244.
Sumartini, T. S. (2015). Peningkatan kemampuan penalaran matematis siswa melalui pembelajaran berbasis masalah. Jurnal Pendidikan Matematika, 5(1), 1–10.
Syafruddin, N. (2005). Model Pembelajaran Yang Memperhatikan Keragaman Individu Siswa Dalam Kurikulum Berbasis Kompetensi. Jakarta: Quantum Teaching.
Syawal. (2017). The implementation of aptitude treatment interaction (ati) to improve learning motivation of low achievement students. Journal of Linguistic and English Teaching, 22(22), 2502–6623. https://doi.org/10.24903/sj.v2i2.122
Wang, H. C., Chang, C. Y., & Li, T. Y. (2007). The comparative efficacy of 2D- versus 3D-based media design for influencing spatial visualization skills. Computers in Human Behavior, 23(4), 1943–1957. https://doi.org/10.1016/j.chb.2006.02.004
Wellanda Widodo, Wiedy Murtini, T. S. (2016). Penerapan metode pemberian tugas dan resitas dalam upaya meningkatkan kemampuan menulis surat siswa kelas X-D administrasi perkantoran SMK Wikarya Karanganyar tahun ajaran 2014/2015. Jurnal Informasi Dan Komunikasi Administrasi Perkantoran, 2016(Sentika), 18–19. Retrieved from http://jurnal.fkip.uns.ac.id
Widodo, W., Murtini, W., & Susilowati, T. (2016). Penerapan metode pemberian tugas dan resitasi dalam upaya meningkatkan kemampuan menulis surat siswa kelas x d administrasi perkantoran smk wikarya karanganyar tahun ajaran 2014/2015. Jurnal Informasi Dan Komunikasi Administrasi Perkantoran, 1(1), 131–145.
Yeh, Y. C., & Lin, C. F. (2015). Aptitude-treatment interactions during creativity training in E-learning: How meaning-making, self-regulation, and knowledge management influence creativity. Educational Technology and Society, 18(1), 119–131.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2021 Journal of Instructional Development Research
Artikel ini berlisensiCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
