NURANI, IKA AURA (2025) PENGARUH MODEL CONCEPTUAL UNDERSTANDING PROCEDURES DENGAN CULTURALLY RESPONSIVE TEACHING UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS VIII SMP. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
The Influence of Conceptual Understanding Procedures Model with Culturally Responsive Teaching to Improve Students' Mathematical Concept Understanding of Grade VIII Junior High School Students. Thesis. Department of Mathematics Education. Faculty of Teacher Training and Education. Sultan Ageng Tirtayasa University. 2025. This study is based on the low ability of students to understand mathematical concepts. One of the factors that causes students' low mathematical problem solving ability is the use of inappropriate learning models. One learning model that can help is the Conceptual Understanding Procedures model with Culturally Responsive Teaching. The integration of CRT-based CUPs is an ideal combination to support relevant and inclusive learning. This approach allows students to connect the concepts learned with their daily experiences, thereby increasing their conceptual understanding and self-confidence. The purpose of the study was to determine the effect of the conceptual understanding procedures model with culturally responsive teaching on improving students' mathematical concept understanding of grade VIII junior high school students. This research was conducted at SMP NEGERI 9 CILEGON. the method used is Quasi Experiment. The sample in this study amounted to 50 students of grade VIII. The data of this study were obtained through a mathematical concept understanding ability test. The results of this study reveal that the conceptual understanding procedures learning model with culturally responsive teaching has an effect on improving the ability to understand concepts.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Pengaruh Model Conceptual Understanding Procedures Dengan Culturally Responsive Teaching Untuk Meningkatkan Pemahaman Konsep Matematis Siswa Kelas VIII SMP. Skripsi. Jurusan Pendidikan Matematika. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sultan Ageng Tirtayasa. 2025. Penelitian ini didasarkan pada rendahnya kemampuan pemahaman konsep matematis pada siswa. Salah satu faktor yang menyebabkan rendahnya kemampuan pemecahan masalah matematis siswa adalah penggunaan model pembelajaran yang kurang tepat. Salah satu model pembelajaran yang dapat membantu yaitu model Conceptual Understanding Procedures dengan Culturally Responsive Teaching. Integrasi CUPs berbasis CRT merupakan kombinasi yang ideal untuk mendukung pembelajaran yang relevan dan inklusif. Pendekatan ini memungkinkan siswa untuk menghubungkan konsep-konsep yang dipelajari dengan pengalaman mereka sehari-hari, sehingga meningkatkan pemahaman konseptual dan rasa percaya diri mereka. Tujuan penelitian yaitu untuk mengetahui pengaruh model conceptual understanding procedures dengan culturally responsive teaching terhadap peningkatan pemahaman konsep matematis siswa kelas VIII SMP. Penelitian ini dilaksanakan di SMP NEGERI 9 CILEGON. metode yang digunakan yaitu Quasi Experiment. Sampel dalam penelitian ini berjumlah 50 siswa kelas VIII. Data penelitian ini diperoleh melalui tes kemampuan pemahaman konsep matematis. Hasil dari penelitian ini mengungkapkan bahwa model pembelajaran conceptual understanding procedures dengan culturally responsive teaching berpengaruh terhadap peningkatan kemampuan pemahaman konsep. | |||||||||
| Uncontrolled Keywords: | Concept Understanding, conceptual understanding procedures, culturally responsive teaching. Pemahaman Konsep, conceptual understanding procedures, culturally responsive teaching. | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 84202-Jurusan Pendidikan Matematika |
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| Depositing User: | Ika Aura Nurani | |||||||||
| Date Deposited: | 21 Jul 2025 08:12 | |||||||||
| Last Modified: | 21 Jul 2025 08:12 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/51044 |
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