Analisis Kesiapan Belajar Siswa dalam Pembelajaran Matematika di Sekolah Menengah Pertama Penerus Bangsa

Pabiola, Gloria (2023) Analisis Kesiapan Belajar Siswa dalam Pembelajaran Matematika di Sekolah Menengah Pertama Penerus Bangsa. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Kondisi ketika siswa terbebas dari gangguan belajar adalah siswa tanggap atas materi dan pertanyaan yang guru berikan sehingga menimbulkan interaksi stimulus dan respon. Untuk mengadakan stimulus dan respon, diperlukan pengaturan kesiapan belajar. Kesiapan adalah permulaan segala aktivitas. Kesiapan belajar dapat dimaknai sebagai usaha yang dilakukan siswa dalam mencapai tujuan belajar. Penelitian ini bertujuan untuk mengetahui hasil analisis kesiapan siswa terhadap pembelajaran matematika di Sekolah Menengah Pertama Penerus Bangsa. Penelitian ini merupakan penelitian kualitatif deskriptif. Populasi penelitian adalah seluruh siswa Sekolah Menengah Pertama Penerus Bangsa, sejumlah 144 siswa. Sampel penelitian yang dipilih adalah siswa kelas VIIIA, sebanyak 17 siswa dan siswa kelas VIIIB, sebanyak 19 siswa. Instrumen penelitian yang digunakan pada analisis adalah angket, observasi, dan tes. Angket berisi pernyataan setiap aspek kesiapan belajar yang harus diisi siswa. Teknik analisis data dilakukan dengan skala likert. Ada 4 kategori persentase dari angket, yang diinterpretasi sebagai sangat baik, baik, buruk, dan sangat buruk. Dari 20 indikator, ada 17 indikator yang valid dan reliabel. Observasi dilakukan ketika mulai penelitian untuk mendukung angket terkait kondisi yang sebenarnya. Tes yang ada berasal dari guru untuk mengukur keterampilan dan pengetahuan siswa dalam materi statistika. Aspek kesiapan belajar yang diukur adalah aspek fisik, psikis, emosi, kebutuhan, keterampilan, dan pengetahuan. Sumber kesulitan dan hambatan belajar siswa diukur dari kesiapan belajar, yaitu aspek emosi, pengetahuan, dan psikis. Siswa mengalami hambatan dari keyakinan akan kemampuan matematika, merasa terbebani dalam mengerjakan soal, belum mengusai simbol matematika dan masih terdapat kekeliruan dalam pengerjaannya. Kesulitan belajar yang terinci berasal dari faktor internal dan indikator kesulitan belajar yang terlihat adalah capaian akademik siswa yang rendah. / The condition when students are free from learning disorders is that students are responsive to the material and questions that the teacher gives, causing stimulus and response interactions. To provide stimulus and response, it is necessary to regulate learning readiness. Readiness is the beginning of all activity. Learning readiness can be interpreted as the effort made by students in achieving learning goals. This study aims to determine the results of the analysis of students' readiness for learning mathematics at the Peneus Bangsa Junior High School. This research is a descriptive qualitative research. The research population was all students of the Peneus Bangsa Junior High School, a total of 144 students. The research sample chosen was class VIIIA students, totaling 17 students and class VIIIB students, totaling 19 students. The research instruments used in the analysis were questionnaires, observations, and tests. The questionnaire contains statements for each aspect of learning readiness that students must fill out. The data analysis technique was carried out using a Likert scale. There are 4 categories of percentages from the questionnaire, which are interpreted as very good, good, bad, and very bad. Of the 20 indicators, there are 17 valid and reliable indicators. Observations were made when the research was started to support a questionnaire regarding actual conditions. Existing tests come from teachers to measure students' skills and knowledge in statistics material. The aspects of learning readiness that are measured are physical, psychological, emotional, needs, skills, and knowledge aspects. Sources of students' learning difficulties and obstacles are measured from learning readiness, namely emotional, knowledge, and psychological aspects. Students experience obstacles from belief in mathematical abilities, feel burdened in working on problems, have not mastered mathematical symbols and there are still mistakes in the process. Detailed learning difficulties come from internal factors and visible indicators of learning difficulties are low student academic achievement.

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