Penelitian ini bertujuan untuk mendeskripsikan efektifitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Penelitian ini merupakan penelitian Quasi Experimental dengan populasi siswa kelas VIII SMP Negeri 1 Ngadirejo Temanggung tahun pelajaran 2017/2018. Pengambilan sampel dilakukan secara acak dengan mengambil 3 kelas dari 7 kelas yang ada, dan terpilih kelas VIII A sebagai kelas ujicoba, kelas VIIIB sebagai kelas eksperimen, dan kelas VIIIC sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes keterampilan pemecahan masalah matematis dan skala kemandirian belajar matematis. Hasil penelitian menunjukkan bahwa problem-based learning efektif ditinjau dari keterampilan pemecahan dan kemandirian belajar matematis. Terdapat perbedaan efektivitas antara problem-based learning dan pembelajaran konvensional ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Terdapat hubungan signifikan antara keterampilan pemecahan masalah dan kemandirian belajar matematis.The effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulatedAbstractThis study aims to determine the effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulated. This study is quasi-experimental with a population of students of grade VIII SMP Negeri 1 Ngadirejo Temanggung academic year 2017/2018. The sampling was done randomly by taking 3 of 7 classes, and the elected class was VIII A, VIIIB, and VIIIC. Then, the three classes were randomized to determine the tryout class, control, and experimental class. Class VIIIB was selected as an experimental class, VIIIC as a control class and VIIIA as a tryout class. The instrument used was the test of mathematical problem-solving skills, the scale of self-regulated learning and observation sheet of learning implementation. The results of this study showed that problem-based learning is effective in terms of mathematical problem-solving skills and self-regulated learning. There is a difference in effectiveness between problem-based learning and conventional learning in terms of mathematical problem-solving skills and self-regulated learning. There is a significant relationship between mathematical problem-solving skills and self-regulated learning.
Communication ability on mathematics should be mastered by students to involve in mathematical learning process. This ability would help students in learning mathematics. Srategy of Model Eliciting Activities (MEAs) can be used to develop mathematical communication ability. This study examines mathematical communication ability of students after going through the learning process with a MEAs strategy. This Quasi-static research with comparison group design involved 69 eight-grade students. The students were from secondary school in Depok. The data were analized by using average differential test and ANOVA two pathways. Generally, the data shows that mathematical communication ability of students engaged in learning with MEAs strategy were better than the students engaged in conventional. Kemampuan komunikasi matematik merupakan kemampuan yang harus dimiliki siswa untuk dapat terlibat secara maksimal dalam proses pembelajaran matematika. Kemampuan ini bermanfaat bagi siswa untuk membangun pemahaman dan pengetahuan konsep matematik. Srategi pembelajaran Model Eliciting Activities (MEAs) dapat digunakan guru untuk mengembangkan kemampuan komuniksai matematik siswa. Tulisan ini melaporkan hasil penelitian tentang kemampuan komunikasi siswa setelah terlibat dalam proses pembelajaran matematika dengan strategi MEAs. Penelitian dengan rancangan Quasi-static ini melibatkan 69 siswa SMP kelas 8 yang terbagi dalam dua kelompok. Kelompok eksperimen terdiri dari 34 siswa dan kelompok kontrol terdiri dari 35 siswa. Data hasil penelitian dianalisis menggunakan uji beda rata-rata dan uji ANOVA dua jalur. Secara umum, penelitian menunjukkan bahwa kemampuan komunikasi matematik siswa yang mendapatkan pembelajaran dengan strategi MEAs lebih baik dari kemampuan komunikasi matematik siswa yang mendapatkan pembelajaran konvensional.
Penelitian ini bertujuan untuk mengetahui pengaruh problem-based learning terhadap kemampuan penalaran matematik, dan korelasi kemampuan penalaran matematik dengan kemampuan awal siswa SMP. Populasi dalam penelitian ini adalah seluruh siswa SMP Negeri 1 Tanjung Palas Tengah, sampelnya diambil dua kelas secara random dari seluruh kelas VIII. Metode yang digunakan yaitu metode eksperimen, dimana instrumennya terdiri dari pretest dan postest. Hasil penelitian menunjukkan bahwa pada data pretest tidak menunjukkan adanya perbedaan kemampuan penalaran matematika antara kelompok kontrol dan kelompok eksperimen. Hasil uji t pada data postest menunjukkan perbedaan kemampuan penalaran matematika antara kelompok eksperimen dan kelompok kontrol pada taraf signifikansi 5%. Pada uji korelasi Widespread Biserial menunjukkan adanya korelasi. Disimpulkan bahwa terdapat pengaruh problem-based learning terhadap peningkatan kemampuan penalaran matematik siswa dan kemampuan awal siswa tidak membedakan peningkatan kemampuan penalaran matematika siswa dan korelasinya.This study aims to determine the effect of problem-based learning on mathematical reasoning abilities, and the correlation of mathematical reasoning abilities with the initial abilities of junior high school students. The population in this study were all students of SMP Negeri 1 Tanjung Palas Tengah, the samples were taken randomly from two classes of class VIII. The method used is the experimental method, where the instrument consists of a pretest and posttest. The results showed that the pretest data did not show any difference in mathematical reasoning ability between the control group and the experimental group. The results of the t-test on posttest data showed differences in mathematical reasoning abilities between the experimental group and the control group at a significance level of 5%. The Biserial Widespread correlation test shows a correlation. It was concluded that there was an effect of problem-based learning on increasing students' mathematical reasoning abilities and students' initial abilities did not distinguish between increasing students' mathematical reasoning abilities and their correlations.
The ability to solve problems and self-regulated learning is particularly important for students, especially in solving mathematical problem which are basic competencies in learning mathematics. The purpose of this study was to describe: (1) the effect of problem-based learning on the ability to solve mathematical problems; (2) the effect of problem-based learning on self-regulated learning. This type of research is experimental research with the research design used pretest posttest control group design. The population of this study were all class X MIPA SMAN Gunung Bintang Awai District. Sampling used multistage random sampling, namely the first stage was to determine the school, namely SMAN 2 Gunung Bintang Awai and the next stage was to determine the group, namely class X MIPA 1 as the experimental group and class X MIPA 2 as the control group. The research instrument was a problem-solving ability test in the form of a description of three items and an independence questionnaire with a Likert scale of ten statement items. Research data were analyzed using the Minitab 19.0 application. The results of the research show that: (1) problem-based learning affects the ability to solve mathematical problems; (2) problem-based learning affects the self-regulated learning.
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