PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN MODEL PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) DAN GAYA KOGNITIF TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA MAN 1 LAMONGAN
The purpose of the study is to examine the test results: (1) the difference learning model PBL learning model RME on learning achievement math class X MIPA MAN 1 Lamongan, (2) differences in cognitive style field independent with field dependent on the learning achievement of math class X MIPA MAN 1 Lamongan, (3) the interaction of PBL with RME and cognitive style independent field with a field dependent on the learning achievement of math class X MIPA MAN 1 Lamongan.
Ekseperimen research that is implemented using a 2x2 factorial design design. Subjects in this study were students of class X MIPA MAN 1 Lamongan which consists of eight classes with 240 students. The subjects were the focus of the experiment were taken randomly classical. Hypotheses are tested using statistical test Analysis of Variant (ANOVA).
The results of calculation show that: (1) The achievement of mathematics learning taught by PBL learning model by an average of 86.70, while the average value of students who are taught by RME at 62.52. Thus it can be said that the PBL learning model and RME affects student learning mathematics achievement class X MIPA MAN I Lamongan. The results of these calculations and prove that the working hypothesis of this study is accepted at significance level of 0.05. (2) the average value of learning mathematics achievement of students who have cognitive style independent field is 83.02 while students who have dependent cognitive style field their average value was 63.32. It can be concluded that cognitive style filed more independent influence on mathematics learning achievement of the filed dependent cognitive style. The results of these calculations and prove that the working hypothesis of this study is accepted at significance level of 0.05. (3) Based on the summary of the results of the analysis Anova, to factor model of learning and cognitive styles of students to student achievement obtained Fhitung = 4.555. By comparing the probability is, 0,000 or α significance level of 0.05. If the probability is greater than the level of significance then said to be significant, otherwise if the probability is smaller than the level of significance it is said to be significant. Based on the table turned out to be 0.000 <0.05, it can be said that there is an interaction between the model of learning PBL, RME, and cognitive style on learning mathematics student achievement class X MIPA MAN I Lamongan.