EFEKTIVITAS PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN METODE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TERHADAP KEMAMPUAN KONEKSI MATEMATIS DAN MOTIVASI BELAJAR PESERTA DIDIK

Ummu Soim Daimah, NIM.: 21104040047 (2025) EFEKTIVITAS PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN METODE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TERHADAP KEMAMPUAN KONEKSI MATEMATIS DAN MOTIVASI BELAJAR PESERTA DIDIK. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study aims to determine the effectiveness of mathematics learning using the Realistic Mathematics Education (RME) approach with the Student Team Achievement Division (STAD) method on students' mathematical connection abilities and learning motivation. By implementing this learning, it is expected to improve students' mathematical connection abilities and learning motivation, especially in the material of Linear Equations and Inequalities of One Variable. This type of research is a quasi-experiment with a nonequivalent control group design. The independent variable in this study is the Realistic Mathematics Education (RME) approach with the Student Team Achievement Division (STAD) method and the dependent variable is the mathematical connection ability and learning motivation of class VII students of MTs Negeri 9 Bantul, and the sample of this study is class VII C as experimental class 1, class VII D as experimental class 2, and class VII B as the control class. Data analysis used in the data on mathematical connection ability and student learning motivation is the One Way Anova test followed by the Tukey test by first conducting prerequisite tests in the form of normality tests and homogeneity tests on both data. The results of the study indicate that: (1) The RME approach with the STAD method is more effective than conventional learning models on students' mathematical connection abilities, (2) The RME approach is more effective than conventional learning models on students' mathematical connection abilities, (3) The RME approach with the STAD method is not more effective than the RME approach on students' mathematical connection abilities, (4) The RME approach with the STAD method is more effective than conventional learning models on students' learning motivation, (5) The RME approach is more effective than conventional learning models on students' learning motivation, (6) The RME approach with the STAD method is not more effective than the RME approach on students' learning motivation.

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