Pembelajaran di SMP N 1 Kasihan Kabupaten Bantul didominasi oleh guru sehingga pembelajaran yang digunakan guru kurang bervariasi. Selain itu siswa kurang aktif dalam proses pembelajaran, enggan bertanya kepada guru ketika ada materi yang belum dimengerti sehingga menyebabkan hasil belajar kurang maksimal. Penelitian ini bertujuan untuk mengetahui ada perbedaan hasil belajar matematika siswa yang menggunakan model PBL dengan hasil belajar matematika siswa yang menggunakan model Inkuiri di SMP N 1 Kasihan Bantul serta mengetahui keefektifan model PBL dan model Inkuiri terhadap hasil belajar matematika. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP N 1 Kasihan Kabupaten Bantul. Dengan teknik random sampling terpilih kelas sampel yaitu kelas VIII C sebagai kelas eksperimen (PBL) dan kelas VIII D sebagai kelas kontrol (Inkuiri). Teknik pengumpulan data menggunakan metode tes. Instrumen pengumpulan data berupa soal uraian. Uji Instrumen pengumpulan data menggunakan uji validitas dan uji reliabilitas. Teknik analisis data yang digunakan yaitu uji prasyarat analisis meliputi uji normalitas, uji homogenitas, dan uji hipotesis dengan uji-t. Berdasarkan hasil penelitian pada dengan taraf signifikansi 5% dan dk = 59 menunjukkan bahwa: (1) Ada perbedaan antara hasil belajar matematika siswa yang menggunakan model pembelajaran problem based learning dengan hasil belajar matematika siswa yang menggunakan model pembelajaran inquiry yang ditunjukkan dengan uji-t dua pihak thitung = 2,5068 > ttabel = 2.0013 dan (2) Hasil belajar matematika siswa yang mengunakan model problem based learning (PBL) lebih efektif daripada hasil belajar matematika siswa yang mengunakan model inkuiri. Hal ini ditunjukkandengan hasil uji-t satu pihak diperoleh thitung = 2,5068 > ttabel = 1,6661.
Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan antara model PBL setting GI dan PjBL setting GI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika siswa SMP. Penelitian ini merupakan penelitian eksperimen semu dengan pretest-posttest nonequivalent group design. Populasi penelitian ini adalah seluruh siswa kelas VIII SMPN 3 Pengadegan Kabupaten Purbalingga, sedangkan sampel yang diperoleh melalui pemilihan secara acak yaitu siswa kelas VIII C dan VIII B. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, dan angket motivasi belajar matematika. Data dianalisis secara univariat dengan statistik uji one sample t-test untuk mengetahui keefektifan model pembelajaran, sedangkan data dianalisis secara multivariat dengan statistik uji two group MANOVA untuk membandingkan keefektifan model pembelajaran. Setiap analisis menggunakan taraf signifikansi 5%. Hasil penelitian menunjukan bahwa model PBL setting GI dan PjBL setting GI efektif dan tidak ada perbedaan keefektifan antara kedua model pembelajaran ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika.Kata Kunci: model PBL setting GI, model PjBL setting GI, prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar. The Effectiveness of PBL and PjBL Models in Term of Achievement, Critical Thinking Skills, and Motivation in Mathematics Learning of SMP Students AbstractThis study aimed to describe and to compare the effectiveness of PBL model in the setting of GI and PjBL model in the setting of GI in term of learning achievement, critical thinking skills, and motivation in mathematics learning of SMP students. This study was a quasi-experimental research employing the pretest-posttest nonequivalent group design. The research population comprised all students in grade VIII of SMPN 3 Pengadegan Purbalingga. The Samples were students of class VIII C and D were selected randomly from the population.. The data collecting instruments were a test of learning achievement, a test of critical thinking skills, and a questionnaire of motivation in mathematics learning. The data were analyzed using the univariatetechnique with the one sample t-test to determine the effectiveness of learning models, while to compare the effectiveness of learning models, the data were analyzed using the multivariate technique with the two groups MANOVA. Each analysis was done at the significance level of 5%. The results of the study show that the PBL and PjBL models in the setting of GI is effective and there is no difference the effectiveness of the two models in term of learning achievement, critical thinking skills, and motivation in mathematics learning.Keywords: PBL model in the setting of GI, PjBL model in the setting of GI, learning achievement, critical thinking skills, and learning motivation.
Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.
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Konservasi mangrove sebagai salah satu upaya mengurangi risiko bencana di wilayah kepesisiran.
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