PENGARUH PENDEKATAN MATEMATIKA REALISTIK (PMR) DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VI SD NEGERI KECAMATAN TARUTUNG

Abstract

This study describes the differences in students' mathematics learning outcomes using the Realistic Mathematics Approach with students' mathematics learning outcomes using conventional learning. Differences in mathematics learning outcomes of students who have high learning motivation with mathematics learning outcomes of students have low learning motivation. The interaction between the learning of Realistic Mathematics Approach and learning motivation in influencing student learning outcomes. The research population was all sixth grade students of SD Negeri 173106 Parbubu and SD Negeri 173123 Hutabarat. The sample is set as 60 people consisting of 2 (two) classes. The research design used in this study was an experimental design with a 2x2 factorial. In this study, the first independent variable consisted of two strategies, namely PMR and conventional strategies. While the second independent variable (moderator variable) consists of high learning motivation and low learning motivation and the dependent variable is the result of learning mathematics. The results of the study stated that there were differences in students' mathematics learning outcomes using the PMR strategy with the conventional strategy. Students' mathematics learning outcomes using the PMR strategy with an average score of 89.80, while students' mathematics learning outcomes using conventional strategies obtain an average score of 84.10. There are differences in mathematics learning outcomes of students who have high learning motivation and have low learning motivation. Students who have high learning motivation get an average score of 89.79 mathematics learning outcomes, while students who have low learning motivation get an average score of 84.29. There is an interaction between learning strategies and learning motivation in influencing students' mathematics learning outcomes. Based on the results of the 2x2 factorial ANOVA test, the value of sig = 0.016 < sig.0.05, thus proving the interaction between learning strategies and learning motivation in influencing student learning outcomes.