Hubungan Pendekatan Pembelajan Mendalam terhadap Hasil Tes Kemampuan Akademik (TKA) Siswa SMP pada Mata Pelajaran Matematika
DOI:
https://doi.org/10.57008/jjp.v6i02.2742Keywords:
Pembelajaran Mendalam (PM), Tes Kemampuan Akademik (TKA), TKA Matematika SMPAbstract
Penelitian ini bertujuan untuk menganalisis hubungan antara pendekatan Pembelajaran Mendalam (PM) dan hasil Tes Kemampuan Akademik (TKA) Matematika siswa SMP. Penelitian ini dilatarbelakangi oleh kebutuhan untuk menerapkan pembelajaran Matematika yang tidak hanya menekankan penguasaan prosedur, tetapi juga pemahaman konseptual, penalaran, keterlibatan kognitif, serta kemampuan menerapkan konsep dalam konteks yang bermakna. Proses pembelajaran dilaksanakan oleh guru model yang telah mengikuti pelatihan pendekatan PM yang diselenggarakan oleh Balai Guru Penggerak Provinsi Aceh. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian terdiri atas 40 siswa SMP yang mengikuti pembelajaran Matematika menggunakan pendekatan PM dan mengikuti TKA. Data penelitian terdiri atas skor pendekatan PM dan nilai TKA Matematika. Data dianalisis menggunakan IBM SPSS Statistics melalui statistik deskriptif, uji normalitas Shapiro-Wilk, uji korelasi Spearman’s rho, serta regresi linear sederhana sebagai analisis pendukung. Hasil penelitian menunjukkan bahwa skor pendekatan PM memiliki rata-rata 71,25 dengan standar deviasi 13,09, sedangkan nilai TKA Matematika memiliki rata-rata 77,93 dengan standar deviasi 12,12. Uji normalitas menunjukkan bahwa data tidak berdistribusi normal; oleh karena itu, Spearman’s rho digunakan sebagai uji korelasi utama. Hasil korelasi menunjukkan adanya hubungan positif yang sangat kuat dan signifikan antara pendekatan PM dan hasil TKA Matematika siswa (rs = 1,000; p < 0,001). Analisis regresi menunjukkan nilai R Square sebesar 0,897, yang berarti pendekatan PM menjelaskan 89,7% variasi nilai TKA Matematika. Temuan ini menegaskan bahwa pendekatan PM yang dirancang secara sadar, bermakna, dan menggembirakan berasosiasi kuat dengan capaian akademik siswa pada TKA Matematika.
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