THE INFLUENCE OF LEARNING APPROACH TOWARD LEARNING OUTCOMES IN MATHEMATICS BASED ON PRIOR ABILITY AND SELF CONFIDENCE OF GRADE VIII STUDENTS AT SMPN 6 MONCONGLOE IN MAROS DISTRICT

Abstract

This study aims to determine the effect of learning approaches Problem Posing and Problem Solving, initial ability, student self-confidence, and interaction to mathematics learning outcomes. This type of research is a quasi-experimental research with 2x2x2 factorial design. The population in this study were students of class VIII SMPN 6 Moncongloe academic year 2015/2016 with the number of 175 students. The sample was obtained by cluster random sampling technique consisting of 4 classes, 2 classes for Problem Posing approach with 116 students and 2 classes for Problem Solving approach with 116 students. First class experiment class VIII 2 and VIII 5 were treated by applying Problem Posing approach and second experiment that class VIII 3 and VIII 4 were treated by applying Problem Solving approach. The instrument used is the test of learning outcomes, self-confidence questionnaires, instructional observation sheets of learning, and student activity sheets. The data obtained were analyzed using descriptive statistical analysis and inferential statistical analysis using two way ANOVA analysis with SPSS 18.
The result of the research showed that (1) the interaction between the learning approach and the students' initial ability did not influence the students' learning outcomes, (2) the interaction between the learning approach and the students' self-confidence did not affect the students' learning outcomes, (3) the interaction between the students' (4) the interaction between the learning approach, the students' initial ability, and the students' self-confidence does not affect the student's learning outcomes, (5) there is no difference in the students' learning outcomes that are taught using cooperative model with Problem Posing approach With student learning outcomes taught using cooperative model with Problem Solving approach, (6) student learning outcomes with high initial ability higher than student learning outcomes with low initial ability, and (7) student learning outcomes that have higher confidence than Results of student learning I low confidence