PENGARUH STRATEGI PEMBELAJARAN DAN PENILAIAN OTENTIK TERHADAP MATHEMATICAL PROVING ABILITY MAHASISWA DENGAN MENGONTROL PEMAHAMAN PREREQUISITE CONCEPTS

Penelitian ini bertujuan untuk memperoleh informasi tentang pengaruh strategi pembelajaran dan penilaian otentik terhadap Mathematical Proving Ability mahasiswa dengan mengontrol pemahaman Prerequisite Concepts. Penelitian ini merupakan penelitian eksperimen semu dengan desain eksperimen yang digunakan adalah Desain Faktorial 2x2. Variabel terikat adalah Mathematical Proving Ability (Y), variable bebas adalah strategi pembelajaran (A) dan penilaian otentik (B), sedangkan variabel kovariat adalah pemahaman Prerequisite Concepts (X). Subjek penelitian adalah mahasiswa Prodi Matematika dan Prodi Pendidikan Matematika FMIPA UNJ angkatan TA 2015/2016 sebanyak 120 mahasiswa. Analisis data dilakukan dengan analisis kovariansi (ANCOVA) dua jalur untuk menguji pengaruh utama (main effect) dan pengaruh interaksi (interaction effect), dilanjutkan dengan uji-t untuk menguji pengaruh utama satu pihak dan pengaruh sederhana (simple effect). Diperoleh hasil penelitian, bahwa setelah mengontrol pemahaman Prerequisite Concepts: 1) mathematical proving ability mahasiswa pada penerapan strategi abduktif-deduktif lebih tinggi dari pada mathematical proving ability mahasiswa pada pembelajaran konvensional, 2) mathematical proving ability mahasiswa pada penerapan teknik penilaian kinerja lebih tinggi dari pada mathematical proving ability mahasiswa pada penerapan teknik penilaian portfolio, 3) terdapat pengaruh interaksi penerapan strategi pembelajaran dan penilaian otentik terhadap mathematical proving ability, 4) untuk mahasiswa yang diberikan teknik penilaian kinerja, mathematical proving ability mahasiswa pada penerapan strategi abduktif-deduktif lebih tinggi dari pada mathematical proving ability mahasiswa pada pembelajaran konvensional, 5) untuk mahasiswa yang diberikan teknik penilaian portofolio, mathematical proving ability mahasiswa pada penerapan strategi abduktif-deduktif tidak lebih rendah dari pada mathematical proving ability mahasiswa pada pembelajaran konvensional, 6) untuk mahasiswa yang diberikan penerapan strategi abduktif-deduktif, mathematical proving ability mahasiswa yang dberikan teknik penilaian kinerja lebih tinggi dari pada mathematical proving ability mahasiswa yang diberikan teknik penilaian portfolio, dan 7) untuk mahasiswa yang diberikan pembelajaran konvensional, mathematical proving ability mahasiswa yang dberikan teknik penilaian kinerja tidak lebih rendah dari pada mathematical proving ability mahasiswa yang dberikan teknik penilaian portfolio. Kebaruan pada penelitian ini terletak pada variabel terikat yaitu mathematical proving ability, dan penerapan strategi pembelajaran abduktif deduktif serta penilaian otentik di dalam pembelajaran. Kata kunci: mathematical proving ability, strategi pembelajaran abduktif deduktif, penilaian otentik. ************* The aim of this study was to obtain information about the effect of learning strategy and authentic assessment on students’ mathematical proving ability by controlling the understanding of prerequisite concepts. This study was a quasi-experimental research, and the experimental design was 2x2 factorial design. The dependent variable was mathematical proving ability (Y), the independent variables were learning strategy (A) and authentic assessment (B), while the covariate variable was the understanding of prerequisite concepts (X). The research subjects were 120 students of the Mathematics Study Program and the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, class of 2015/2016. Data analysis was performed using two-way covariance analysis (ANCOVA) to test the main effect and interaction effect, then followed by t-test to examine the one-side main effect and the simple effect. After controlling the understanding of prerequisite concepts, it were obtained that: 1) mathematical proving ability of students who received the abductive-deductive learning strategy was higher than the mathematical proving ability of students who received conventional learning strategy, 2) mathematical proving ability of students who received performance assessment techniques was higher than mathematical proving ability of students who received portfolio assessment techniques, 3) there was an interaction effect in the application of learning strategy and the authentic assessment toward mathematical proving abilities, 4) for students were given performance assessment techniques, the mathematical proving ability of students who received abductive-deductive learning strategy was higher than the mathematical proving ability of students who received conventional learning strategy, 5) for students who are given portfolio assessment techniques, the mathematical proving ability of students who received abductive-deductive learning strategy was not lower than the mathematical proving abilities of students who received conventional learning strategy, 6) for students who are given the abductive-deductive learning strategy, the mathematical proving abilities of students who received performance assessment techniques was higher than mathematical proving abilities of students who received portfolio assessment techniques, and 7) for students who are given conventional learning strategy, the mathematical proving ability of students who received performance assessment techniques was not lower than the mathematical proving ability of students who received portfolio assessment techniques. The novelty of this research lies in the dependent variable, namely mathematical proving ability, and the application of abductive-deductive learning strategy and authentic assessment in learning process