T MTK 1200913 Table of Content
DAFTAR ISI
Hal.
HALAMAN JUDUL
LEMBAR HAK CIPTA ......................................................................
HALAMAN PENGESAHAN .............................................................
PERNYATAAN ...................................................................................
HALAMAN PERSEMBAHAN ..........................................................
KATA PENGANTAR .........................................................................
UCAPAN TERIMA KASIH ...............................................................
ABSTRAK ............................................................................................
ABSTRACT ..........................................................................................
DAFTAR ISI ........................................................................................
DAFTAR TABEL ................................................................................
DAFTAR GAMBAR ...........................................................................
DAFTAR LAMPIRAN ........................................................................
BAB I
PENDAHULUAN
A. Latar Belakang Penelitian ...........................................
B. Rumusan Masalah .......................................................
C. Tujuan Penelitian ........................................................
D. Manfaat Penelitian ......................................................
BAB II
KAJIAN PUSTAKA
A. Pembelajaran Berbasis Masalah (PBM) .....................
1. Langkah-Langkah PBM ..........................................
2. Manfaat PBM ..........................................................
3. Kelebihan dan Kekurangan PBM ...........................
4. Tinjauan tentang Pembelajaran Konstruktivisme ...
B. Teknologi dalam Pembelajaran ..................................
C. Program Komputer Cabri 3D .....................................
D. Kemampuan Visual-Spatial Thinking .........................
1. Visual Thinking .......................................................
2. Spatial Thinking ......................................................
3. Visual-Spatial Thinking ..........................................
E. Habit of Thinking Flexibly ..........................................
F. Kerangka Berpikir .......................................................
G. Penelitian yang Berkaitan ...........................................
H. Hipotesis Penelitian ....................................................
BAB III METODE PENELITIAN
A. Metode dan Desain Penelitian ....................................
B. Popoulasi dan Sampel Penelitian ................................
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Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
C. Definisi Operasional ...................................................
D. Instrumen Penelitian ...................................................
E. Prosedur Penelitian .....................................................
F. Teknik Pengumpulan dan Analisis Data .....................
BAB IV HASIL PENELITIAN DAN PEMBAHASAN
A. Hasil Penelitian ...........................................................
1. Gambaran Umum Kemampuan Visual-Spatial
Thinking dan Habit of Thinking Flexibly Siswa ....
2. Analisis Data KAM (Kemampuan Awal
Matematika) ...........................................................
3. Analisis Data Kemampuan Visual-Spatial
Thinking .................................................................
4. Analisis Data Skala Habit of Thinking Flexibly ....
B. Pembahasan ................................................................
1. Peningkatan Kemampuan Visual-Spatial Thinking
Siswa Berdasarkan Pembelajaran ..........................
2. Peningkatan Kemampuan Visual-Spatial Thinking
Berdasarkan Tiap Kategori KAM ..........................
3. Perbedaan Peningkatan Kemampuan VisualSpatial Thinking Seluruh Siswa Berdasarkan
Kategori KAM dan Interaksi antara Pembelajaran
dengan KAM .........................................................
4. Habit of Thinking Flexibly .....................................
C. Keterbatasan Penelitian ...............................................
BAB V
KESIMPULAN DAN SARAN
A. Kesimpulan .................................................................
B. Saran ...........................................................................
DAFTAR PUSTAKA ...........................................................................
LAMPIRAN .........................................................................................
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Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DAFTAR TABEL
Tabel 2.1
Tabel 2.2
Tabel 2.3
Tabel 2.4
Tabel 3.1
Tabel 3.2
Tabel 3.3
Tabel 3.4
Tabel 3.5
Tabel 3.6
Tabel 3.7
Tabel 3.8
Tabel 3.9
Tabel 3.10
Tabel 3.11
Tabel 4.1
Tabel 4.2
Tabel 4.3
Tabel 4.4
Tabel 4.5
Tabel 4.6
Tabel 4.7
Tabel 4.8
Tabel 4.9
Tabel 4.10
Tabel 4.11
Tabel 4.12
Tabel 4.13
Tabel 4.14
Tabel 4.15
Langkah-Langkah Pembelajaran Berbasis Masalah ...............
16 Aspek Habits of Mind ........................................................
Rubrik untuk Berpikir Fleksibel .............................................
Kaitan Kemampuan Visual-Spatial Thinking dan Program
Cabri 3D .................................................................................
Keterkaitan antara Variabel Bebas, Terikat, & Kontrol .........
Klasifikasi Koefisien Validitas ...............................................
Hasil Validitas Uji Instrumen Kemampuan Visual-Spatial
Thinking ..................................................................................
Klasifikasi Koefisien Reliabilitas ...........................................
Klasifikasi Koefisien Daya Pembeda ......................................
Daya Pembeda Tes Kem. Visual-Spatial Thinking .................
Klasifikasi Koefisien Indeks Kesukaran .................................
Indeks Kesukaran Tes Kem. Visual-Spatial Thinking ............
Teknik Pengumpulan Data ......................................................
Kriteria N-gain ........................................................................
Keterkaitan antara Masalah, Hipotesis, dan Jenis Statistika
yang Digunakan pada Analisis Data .......................................
Sebaran Sampel Penelitian ......................................................
Statistik Deskriptif Kemampuan Visual-Spatial Thinking
Siswa .......................................................................................
Deskripsi Data Habit of Thinking Flexibly Siswa ...................
KAM Siswa .............................................................................
Uji Normalitas Data KAM Siswa ...........................................
Uji Perbedaan Rata-Rata Data KAM ......................................
Uji Normalitas Skor Pretes Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Perbedaan Rataan Skor Pretes Kemampuan VisualSpatial Thinking ......................................................................
Uji Normalitas Skor Postes Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Perbedaan Rataan Skor Postes Kemampuan VisualSpatial Thinking ......................................................................
Rekapitulasi N-gain Kemampuan Visual-Spatial Thinking ....
Uji Normalitas Skor N-gain Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Homogenitas Skor N-gain Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Perbedaan Skor N-gain Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Normalitas Skor N-gain Kemampuan Visual-Spatial
Hal.
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PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Tabel 4.16
Tabel 4.17
Tabel 4.18
Tabel 4.19
Tabel 4.20
Tabel 4.21
Tabel 4.22
Tabel 4.23
Tabel 4.24
Tabel 4.25
Tabel 4.26
Thinking ..................................................................................
Uji Homogenitas Skor N-gain Kemampuan Visual-Spatial
Thinking Berdasarkan Tiap Kategori KAM ............................
Uji-t Skor N-gain Kemampuan Visual-Spatial Thinking
Berdasarkan Tiap Kategori KAM ...........................................
Uji Homogenitas Varians Populasi Peningkatan Kemampuan
Visual-Spatial Thinking Berdasarkan Pembelajaran dan
KAM .......................................................................................
Hasil Uji ANOVA Dua Jalur Peningkatan Kemampuan
Visual-Spatial Thinking Berdasarkan Pembelajaran dan
KAM .......................................................................................
Uji Perbedaan Peningkatan Kemampuan Visual-Spatial
Thinking Berdasarkan Interaksi antara Pembelajaran dan
KAM .......................................................................................
Deskripsi Skor Postes Habit of Thinking Flexibly ..................
Uji Normalitas Skor Postes Habit of Thinking Flexibly .........
Uji Perbedaan Skor Postes Habit of Thinking Flexibly ..........
Rangkuman Pengujian Hipotesis pada Taraf Signifikansi 5%
..................................................................................................
Deskripsi Rataam Pretes, Postes, dan N-gain pada Kelas
Eksperimen Berdasarkan Setiap Indikator Kemampuan
Visual-Spatial Thinking ..........................................................
Deskripsi Rataan N-gain pada Kelas Eksperimen
Berdasarkan Setiap Indikator Kemampuan Visual-Spatial
Thinking Ditinjau dari Tiap Kategori KAM ...........................
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PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DAFTAR GAMBAR
Gambar 2.1
Gambar 2.2
Gambar 2.3
Gambar 2.4
Gambar 2.5
Gambar 2.6
Gambar 2.7
Gambar 4.1
Gambar 4.2
Gambar 4.3
Gambar 4.4
Gambar 4.5
Gambar 4.6
Gambar 4.7
Hal.
Integrasi Teknologi dalam Pembelajaran ................................ 24
Tampilan Halaman Utama Cabri 3D .......................................27
Toolbars pada Cabri 3D ...........................................................27
Tiga Cara Berpikir ....................................................................28
Elements of Spatial Thinking ....................................................33
Sistem Visual-Spatial ...............................................................35
Skema Kaitan antara PBM, Cabri 3D, Kemampuan
Visual-Spatial Thinking dan Habit of Thinking Flexibly .........44
Perbandingan Rataan Skor Pretes dan Postes Kemampuan
Visual-Spatial Thinking ............................................................66
Perbandingan Rataan N-gain Kemampuan Visual-Spatial
Thinking ....................................................................................67
Interaksi antara Pembelajaran dan KAM terhadap
Peningkatan Kemampuan Visual-Spatial Thinking ..................80
Diskusi dalam Mengerjakan LKS ............................................87
Rata-Rata Skor KVST Tiap Indikator Seluruh Siswa ..............88
Jawaban 12.a Siswa yang Belum Benar ................................ 94
Jawaban 12.a Siswa yang Benar ..............................................94
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PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DAFTAR LAMPIRAN
Hal.
Lampiran A
Lampiran A-1
A-2
A-3
A-4
A-5
Lampiran B
Lampiran B-1
B-2
B-3
B-4
B-5
Lampiran C
Lampiran C-1
C-2
C-3
C-4
C-5
C-6
C-7
C-8
C-9
C-10
RPP ................................................................................
LKS ................................................................................
Modul Penggunaan Cabri 3D ........................................
Pedoman Penskoran, Soal, dan Alternatif Jawaban Tes
Kemampuan Visual-Spatial Thinking ............................
Kisi-Kisi dan Skala Habit of Thinking Flexibly ............
Hasil Uji Validitas Teoritik Tes Kemampuan VisualSpatial Thinking .............................................................
Data Hasil Uji Coba Tes Kemampuan Visual-Spatial
Thinking .........................................................................
Validitas Uji Instrumen Kemampuan Visual-Spatial
Thinking .........................................................................
Reliabilitas Uji Instrumen Tes Kemampuan VisualSpatial Thinking .............................................................
Hasil Uji Validitas Teoritik Skala Habit of Thinking
Flexibly ..........................................................................
Data Kelas Eksperimen ..................................................
Data Kelas Kontrol ........................................................
Uji Normalitas Data KAM Siswa ..................................
Uji Homogenitas dan Uji Perbedaan Rata-Rata Data
KAM ..............................................................................
Uji Normalitas Skor Pretes Kemampuan VisualSpatial Thinking .............................................................
Uji Perbedaan Rataan Skor Pretes Kemampuan VisualSpatial Thinking .............................................................
Uji Normalitas Skor Postes Kemampuan VisualSpatial Thinking .............................................................
Uji Perbedaan Rataan Skor Postes Kemampuan
Visual-Spatial Thinking .................................................
Uji Normalitas Skor N-gain Kemampuan VisualSpatial Thinking .............................................................
Uji Homogenitas dan Perbedaan Rata-Rata Skor N-
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PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
C-11
C-12
C-13
C-14
C-15
C-16
Lampiran D
Lampiran D-1
D-2
D-3
D-4
D-5
D-6
D-7
Lampiran E
Lampiran E-1
E-2
E-3
E-4
E-5
gain Kemampuan Visual-Spatial Thinking ....................
Uji Normalitas Skor N-gain Kemampuan VisualSpatial Thinking Berdasarkan Tiap Kategori KAM ......
Uji Homogenitas dan Uji Perbedaan Rata-Rata Skor
N-gain
Kemampuan
Visual-Spatial
Thinking
Berdasarkan Tiap Kategori KAM ..................................
Uji Homogenitas Varians Populasi Peningkatan
Kemampuan Visual-Spatial Thinking Berdasarkan
Pembelajaran dan KAM ................................................
Hasil Uji ANAVA Dua Jalur Peningkatan
Kemampuan Visual-Spatial Thinking Berdasarkan
Pembelajaran dan KAM ................................................
Uji Perbedaan Peningkatan Kemampuan VisualSpatial Thinking Berdasarkan Interaksi antara
Pembelajaran dan KAM ................................................
Interaksi antara Pembelajaran dan KAM terhadap
Peningkatan Kemampuan Visual-Spatial Thinking .......
Distribusi Respon Skala Habit of Thinking Flexibly
Kelas Eksperimen ..........................................................
Distribusi Respon Skala Habit of Thinking Flexibly
Kelas Kontrol .................................................................
Frekuensi Jawaban Tiap Kegiatan .................................
Data Interval Skala Habit of Thinking Flexibly Kelas
Eksperimen ....................................................................
Data Interval Skala Habit of Thinking Flexibly Kelas
Kontrol ...........................................................................
Uji Normalitas Skor Habit of Thinking Flexibly ...........
Uji Perbedaan Skor Habit of Thinking Flexibly ............
Surat Permohonan Izin dari SPs UPI .............................
Surat Izin Observasi dari Dinas Dikpora Kota
Palembang ......................................................................
Surat Keterangan dari SMA Negeri 13 Palembang .......
Foto-Foto .......................................................................
Riwayat Hidup Peneliti ..................................................
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Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Hal.
HALAMAN JUDUL
LEMBAR HAK CIPTA ......................................................................
HALAMAN PENGESAHAN .............................................................
PERNYATAAN ...................................................................................
HALAMAN PERSEMBAHAN ..........................................................
KATA PENGANTAR .........................................................................
UCAPAN TERIMA KASIH ...............................................................
ABSTRAK ............................................................................................
ABSTRACT ..........................................................................................
DAFTAR ISI ........................................................................................
DAFTAR TABEL ................................................................................
DAFTAR GAMBAR ...........................................................................
DAFTAR LAMPIRAN ........................................................................
BAB I
PENDAHULUAN
A. Latar Belakang Penelitian ...........................................
B. Rumusan Masalah .......................................................
C. Tujuan Penelitian ........................................................
D. Manfaat Penelitian ......................................................
BAB II
KAJIAN PUSTAKA
A. Pembelajaran Berbasis Masalah (PBM) .....................
1. Langkah-Langkah PBM ..........................................
2. Manfaat PBM ..........................................................
3. Kelebihan dan Kekurangan PBM ...........................
4. Tinjauan tentang Pembelajaran Konstruktivisme ...
B. Teknologi dalam Pembelajaran ..................................
C. Program Komputer Cabri 3D .....................................
D. Kemampuan Visual-Spatial Thinking .........................
1. Visual Thinking .......................................................
2. Spatial Thinking ......................................................
3. Visual-Spatial Thinking ..........................................
E. Habit of Thinking Flexibly ..........................................
F. Kerangka Berpikir .......................................................
G. Penelitian yang Berkaitan ...........................................
H. Hipotesis Penelitian ....................................................
BAB III METODE PENELITIAN
A. Metode dan Desain Penelitian ....................................
B. Popoulasi dan Sampel Penelitian ................................
i
ii
iii
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ix
Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
C. Definisi Operasional ...................................................
D. Instrumen Penelitian ...................................................
E. Prosedur Penelitian .....................................................
F. Teknik Pengumpulan dan Analisis Data .....................
BAB IV HASIL PENELITIAN DAN PEMBAHASAN
A. Hasil Penelitian ...........................................................
1. Gambaran Umum Kemampuan Visual-Spatial
Thinking dan Habit of Thinking Flexibly Siswa ....
2. Analisis Data KAM (Kemampuan Awal
Matematika) ...........................................................
3. Analisis Data Kemampuan Visual-Spatial
Thinking .................................................................
4. Analisis Data Skala Habit of Thinking Flexibly ....
B. Pembahasan ................................................................
1. Peningkatan Kemampuan Visual-Spatial Thinking
Siswa Berdasarkan Pembelajaran ..........................
2. Peningkatan Kemampuan Visual-Spatial Thinking
Berdasarkan Tiap Kategori KAM ..........................
3. Perbedaan Peningkatan Kemampuan VisualSpatial Thinking Seluruh Siswa Berdasarkan
Kategori KAM dan Interaksi antara Pembelajaran
dengan KAM .........................................................
4. Habit of Thinking Flexibly .....................................
C. Keterbatasan Penelitian ...............................................
BAB V
KESIMPULAN DAN SARAN
A. Kesimpulan .................................................................
B. Saran ...........................................................................
DAFTAR PUSTAKA ...........................................................................
LAMPIRAN .........................................................................................
50
51
58
60
63
64
68
69
81
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90
95
97
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102
105
114
x
Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DAFTAR TABEL
Tabel 2.1
Tabel 2.2
Tabel 2.3
Tabel 2.4
Tabel 3.1
Tabel 3.2
Tabel 3.3
Tabel 3.4
Tabel 3.5
Tabel 3.6
Tabel 3.7
Tabel 3.8
Tabel 3.9
Tabel 3.10
Tabel 3.11
Tabel 4.1
Tabel 4.2
Tabel 4.3
Tabel 4.4
Tabel 4.5
Tabel 4.6
Tabel 4.7
Tabel 4.8
Tabel 4.9
Tabel 4.10
Tabel 4.11
Tabel 4.12
Tabel 4.13
Tabel 4.14
Tabel 4.15
Langkah-Langkah Pembelajaran Berbasis Masalah ...............
16 Aspek Habits of Mind ........................................................
Rubrik untuk Berpikir Fleksibel .............................................
Kaitan Kemampuan Visual-Spatial Thinking dan Program
Cabri 3D .................................................................................
Keterkaitan antara Variabel Bebas, Terikat, & Kontrol .........
Klasifikasi Koefisien Validitas ...............................................
Hasil Validitas Uji Instrumen Kemampuan Visual-Spatial
Thinking ..................................................................................
Klasifikasi Koefisien Reliabilitas ...........................................
Klasifikasi Koefisien Daya Pembeda ......................................
Daya Pembeda Tes Kem. Visual-Spatial Thinking .................
Klasifikasi Koefisien Indeks Kesukaran .................................
Indeks Kesukaran Tes Kem. Visual-Spatial Thinking ............
Teknik Pengumpulan Data ......................................................
Kriteria N-gain ........................................................................
Keterkaitan antara Masalah, Hipotesis, dan Jenis Statistika
yang Digunakan pada Analisis Data .......................................
Sebaran Sampel Penelitian ......................................................
Statistik Deskriptif Kemampuan Visual-Spatial Thinking
Siswa .......................................................................................
Deskripsi Data Habit of Thinking Flexibly Siswa ...................
KAM Siswa .............................................................................
Uji Normalitas Data KAM Siswa ...........................................
Uji Perbedaan Rata-Rata Data KAM ......................................
Uji Normalitas Skor Pretes Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Perbedaan Rataan Skor Pretes Kemampuan VisualSpatial Thinking ......................................................................
Uji Normalitas Skor Postes Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Perbedaan Rataan Skor Postes Kemampuan VisualSpatial Thinking ......................................................................
Rekapitulasi N-gain Kemampuan Visual-Spatial Thinking ....
Uji Normalitas Skor N-gain Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Homogenitas Skor N-gain Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Perbedaan Skor N-gain Kemampuan Visual-Spatial
Thinking ..................................................................................
Uji Normalitas Skor N-gain Kemampuan Visual-Spatial
Hal.
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Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Tabel 4.16
Tabel 4.17
Tabel 4.18
Tabel 4.19
Tabel 4.20
Tabel 4.21
Tabel 4.22
Tabel 4.23
Tabel 4.24
Tabel 4.25
Tabel 4.26
Thinking ..................................................................................
Uji Homogenitas Skor N-gain Kemampuan Visual-Spatial
Thinking Berdasarkan Tiap Kategori KAM ............................
Uji-t Skor N-gain Kemampuan Visual-Spatial Thinking
Berdasarkan Tiap Kategori KAM ...........................................
Uji Homogenitas Varians Populasi Peningkatan Kemampuan
Visual-Spatial Thinking Berdasarkan Pembelajaran dan
KAM .......................................................................................
Hasil Uji ANOVA Dua Jalur Peningkatan Kemampuan
Visual-Spatial Thinking Berdasarkan Pembelajaran dan
KAM .......................................................................................
Uji Perbedaan Peningkatan Kemampuan Visual-Spatial
Thinking Berdasarkan Interaksi antara Pembelajaran dan
KAM .......................................................................................
Deskripsi Skor Postes Habit of Thinking Flexibly ..................
Uji Normalitas Skor Postes Habit of Thinking Flexibly .........
Uji Perbedaan Skor Postes Habit of Thinking Flexibly ..........
Rangkuman Pengujian Hipotesis pada Taraf Signifikansi 5%
..................................................................................................
Deskripsi Rataam Pretes, Postes, dan N-gain pada Kelas
Eksperimen Berdasarkan Setiap Indikator Kemampuan
Visual-Spatial Thinking ..........................................................
Deskripsi Rataan N-gain pada Kelas Eksperimen
Berdasarkan Setiap Indikator Kemampuan Visual-Spatial
Thinking Ditinjau dari Tiap Kategori KAM ...........................
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Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DAFTAR GAMBAR
Gambar 2.1
Gambar 2.2
Gambar 2.3
Gambar 2.4
Gambar 2.5
Gambar 2.6
Gambar 2.7
Gambar 4.1
Gambar 4.2
Gambar 4.3
Gambar 4.4
Gambar 4.5
Gambar 4.6
Gambar 4.7
Hal.
Integrasi Teknologi dalam Pembelajaran ................................ 24
Tampilan Halaman Utama Cabri 3D .......................................27
Toolbars pada Cabri 3D ...........................................................27
Tiga Cara Berpikir ....................................................................28
Elements of Spatial Thinking ....................................................33
Sistem Visual-Spatial ...............................................................35
Skema Kaitan antara PBM, Cabri 3D, Kemampuan
Visual-Spatial Thinking dan Habit of Thinking Flexibly .........44
Perbandingan Rataan Skor Pretes dan Postes Kemampuan
Visual-Spatial Thinking ............................................................66
Perbandingan Rataan N-gain Kemampuan Visual-Spatial
Thinking ....................................................................................67
Interaksi antara Pembelajaran dan KAM terhadap
Peningkatan Kemampuan Visual-Spatial Thinking ..................80
Diskusi dalam Mengerjakan LKS ............................................87
Rata-Rata Skor KVST Tiap Indikator Seluruh Siswa ..............88
Jawaban 12.a Siswa yang Belum Benar ................................ 94
Jawaban 12.a Siswa yang Benar ..............................................94
xiii
Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
DAFTAR LAMPIRAN
Hal.
Lampiran A
Lampiran A-1
A-2
A-3
A-4
A-5
Lampiran B
Lampiran B-1
B-2
B-3
B-4
B-5
Lampiran C
Lampiran C-1
C-2
C-3
C-4
C-5
C-6
C-7
C-8
C-9
C-10
RPP ................................................................................
LKS ................................................................................
Modul Penggunaan Cabri 3D ........................................
Pedoman Penskoran, Soal, dan Alternatif Jawaban Tes
Kemampuan Visual-Spatial Thinking ............................
Kisi-Kisi dan Skala Habit of Thinking Flexibly ............
Hasil Uji Validitas Teoritik Tes Kemampuan VisualSpatial Thinking .............................................................
Data Hasil Uji Coba Tes Kemampuan Visual-Spatial
Thinking .........................................................................
Validitas Uji Instrumen Kemampuan Visual-Spatial
Thinking .........................................................................
Reliabilitas Uji Instrumen Tes Kemampuan VisualSpatial Thinking .............................................................
Hasil Uji Validitas Teoritik Skala Habit of Thinking
Flexibly ..........................................................................
Data Kelas Eksperimen ..................................................
Data Kelas Kontrol ........................................................
Uji Normalitas Data KAM Siswa ..................................
Uji Homogenitas dan Uji Perbedaan Rata-Rata Data
KAM ..............................................................................
Uji Normalitas Skor Pretes Kemampuan VisualSpatial Thinking .............................................................
Uji Perbedaan Rataan Skor Pretes Kemampuan VisualSpatial Thinking .............................................................
Uji Normalitas Skor Postes Kemampuan VisualSpatial Thinking .............................................................
Uji Perbedaan Rataan Skor Postes Kemampuan
Visual-Spatial Thinking .................................................
Uji Normalitas Skor N-gain Kemampuan VisualSpatial Thinking .............................................................
Uji Homogenitas dan Perbedaan Rata-Rata Skor N-
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xiv
Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
C-11
C-12
C-13
C-14
C-15
C-16
Lampiran D
Lampiran D-1
D-2
D-3
D-4
D-5
D-6
D-7
Lampiran E
Lampiran E-1
E-2
E-3
E-4
E-5
gain Kemampuan Visual-Spatial Thinking ....................
Uji Normalitas Skor N-gain Kemampuan VisualSpatial Thinking Berdasarkan Tiap Kategori KAM ......
Uji Homogenitas dan Uji Perbedaan Rata-Rata Skor
N-gain
Kemampuan
Visual-Spatial
Thinking
Berdasarkan Tiap Kategori KAM ..................................
Uji Homogenitas Varians Populasi Peningkatan
Kemampuan Visual-Spatial Thinking Berdasarkan
Pembelajaran dan KAM ................................................
Hasil Uji ANAVA Dua Jalur Peningkatan
Kemampuan Visual-Spatial Thinking Berdasarkan
Pembelajaran dan KAM ................................................
Uji Perbedaan Peningkatan Kemampuan VisualSpatial Thinking Berdasarkan Interaksi antara
Pembelajaran dan KAM ................................................
Interaksi antara Pembelajaran dan KAM terhadap
Peningkatan Kemampuan Visual-Spatial Thinking .......
Distribusi Respon Skala Habit of Thinking Flexibly
Kelas Eksperimen ..........................................................
Distribusi Respon Skala Habit of Thinking Flexibly
Kelas Kontrol .................................................................
Frekuensi Jawaban Tiap Kegiatan .................................
Data Interval Skala Habit of Thinking Flexibly Kelas
Eksperimen ....................................................................
Data Interval Skala Habit of Thinking Flexibly Kelas
Kontrol ...........................................................................
Uji Normalitas Skor Habit of Thinking Flexibly ...........
Uji Perbedaan Skor Habit of Thinking Flexibly ............
Surat Permohonan Izin dari SPs UPI .............................
Surat Izin Observasi dari Dinas Dikpora Kota
Palembang ......................................................................
Surat Keterangan dari SMA Negeri 13 Palembang .......
Foto-Foto .......................................................................
Riwayat Hidup Peneliti ..................................................
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xv
Pitriani, 2014
PEMBELAJARAN BERBASIS MASALAH BERBANTUAN PROGRAM KOMPUTER CABRI 3D UNTUK
MENINGKATKAN KEMAMPUAN VISUAL-SPATIAL THINKING DAN HABIT OF THINKING FLEXIBLY SISWA
SMA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu