Penerapan model pembelajaran means ends analysis (MEA) untuk meningkatkan kemampuan menganalisis materi FPB dan KPK pada peserta didik kelas IV sekolah dasar

Miftakhul Jannati, Siti Kamsiyati, Anesa Surya

Abstract

Improving the ability to analyze the FPB and KPK by applying Means Ends Analysis model is the purpose of this research. This research is Classroom Action Research with two cycles. Students of the 4th students at SD Ta’mirul Islam Surakarta in the 2019/2020, totalling 24 students is the subject. Data collection techniques in the form of interview, observation, test, and document analysis. Data analysis are source and technique triangulation, and content validity. Analysis of the data used is the Miles-Huberman interactive analysis model. The initial conditions of analysis ability of 4 th students showed 37,5%. The cycle I at the first meeting resulting in a percentage of 75%, the second meeting is 66.67%. The cycle II at the first meeting producing a percentage of 87.5%, the second meeting is 91.67%. Based on the result of the research, it can be conclude that the ability to analyze FPB dan KPK on 4 th students of SD Ta’mirul Islam in the 2019/2020 can be improved through the Means Ends Analysis model. This research contributed to be used as a reference and be a development in varied learning activities in mathematics subject.

Keywords

analysis ability , FPB and KPK, Means Ends Analysis model, primary school

Full Text:

PDF

References

K. Jafar Sidik Nugroho, Hasan Mahfud 2017 Penerapan Model Means Ends Analysis (MEA) untuk Meningkatkan Kemampuan Menyelesaikan Soal Cerita Mata Pelajaran Matematika pada Siswa Sekolah Dasar J. Didakt. Dwija Indria 5(4) 1-4 [2] M. Hosnan 2014 Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21 Kunci Sukses Implementasi Kurikulum 2013 (Bogor: Ghalia Indonesia) [3] R. A. Sani 2019 Pembelajaran Berbasis HOTS (Higher Order Thinking Skills) (Tangerang: Tira Smart) [4] T. N. Irawati and M. Mahmudah 2018 Pengembangan Instrumen Kemampuan Berpikir Analisis Siswa SMP dalam Menyelesaikan Soal Pemecahan Masalah Matematika Kadikma 9(2) 1–11 [5] L. W. Anderson and D. R. Krathwohl 2010 Kerangka Landasan Untuk Pembelajaran, Pengajaran, dan Asasmen (Yogyakarta: Pustaka Pelajar) [6] Sitthipon 2012 Development of teachers’ learning management emphasizing onanalytical thinking in Thailand Procedia-Social Behav. Sci 46 3339–3344 [7] Pilten and Ghuiz 2010 Evaluation of the skills of 5th grade primary school students’ high-order thinking levels in reading Procedia Soc. Behav. Sci 2 1326–1331 [8] M. Juanda, R. Johar, and M. Ikhsan 2014 Peningkatan Kemampuan Pemecahan Masalah dan Komunikasi Matematis Siswa SMP melalui Model Pembelajaran Means-ends Analysis ( MeA ) J. Kreano 5(2) 106 [9] Y. N. Sari 2018 Pengaruh Penerapan Model Pembelajaran Means Ends Analysis Menggunakan Media Video terhadap Keaktifan Belajar Peserta Didik pada Mata Pelajaran Ekonomi di SMA Negeri 3 Pagar Alam J. Profit 5(1) 89–104 [10] M. Huda 2014 Model-Model Pengajaran dan Pembelajaran: Isu-Isu Metodis dan Paradigmatis (Yogyakarta: Pustaka Pelajar) [11] Y. Pratama, S. Sariyatun, and H. Joebagio 2017 The development of Means-Ends Analysis and Value Clarification Technique Integration Model to explore the local Wisdom in Historical Learning J. Educ. Learn 11(2) 179-187 [12] A. Shoimin 2016 68 Model Pembelajaran Inovatif dalam Kurikulum 2013 (Yogyakarta: ArRuzz Media) [13] Ngalimun 2016 Strategi dan Model Pembelajaran (Yogyakarta: Aswaja Pressindo) [14] K. . Lestari and M. . Yudhanegara 2015 Penelitian Pendidikan Matematika (Bandung: PT Refika Aditama) [15] Sugiyono 2015 Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D) (Bandung: Alfabeta)

DOI: https://doi.org/10.20961/ddi.v8i04.43483

Refbacks

  • There are currently no refbacks.