Artikel ini bertujuan untuk mendeskripsikan peranan model Problem Based Learning (PBL) terhadap kemampuan pemecahan masalah matematis dan kemandirian belajar siswa. Jenis penelitian yang digunakan adalah penelitian deskiptif kuantitatif yang dilakukan pada siswa dan guru MTs. PP. Ansharullah kelas VII. Teknik pengumpulan data yang digunakan dalam artikel ini melalui wawancara dengan siswa dan guru, observasi, dan studi literatur yang dianalisis secara deskriptif.

This study aims to produce a mathematics learning tool with a discovery learning model on rectangular and triangular material, with valid, practical and effective criteria to improve the mathematical understanding ability of grade VII students in junior high school. The type of research was development research with the design development using Borg and Gall. This study produced learning tools consisting of syllabus, lesson plans and student worksheets (LKPD). The results of the study showed that the learning tools met valid, practical and effective criteria. The validity of the product development was determined by expert validation with an average value of 4.46 with a very valid category. The practicality of the product development is determined by the teacher with an average of 99%, students 90.57% and observers 4.16 which is categorized as very practical while the effectiveness of the development product in terms of the achievement of learning objectives using KKM scores of 75 is obtained from the test results of mathematical understanding ability with the results there is an increase in learning outcomes using developed learning tools.

This research is motivated by the low both Mathematical Problem Solving Ability (KPMM) and Mathematical Disposition (DM) in solving problems of grade VII MTs students. This study aims to see an increase in KPMM and DM MTs students in Kuantan Singingi Regency. The form of research was quasi-experimental with pretest-posttest control group design. The population of the study was MTs students in Kuantan Singingi District with the sample being Grade VII students from 3 MTs in Kuansing. Data collection instruments in this study were KPMM tests and DM questionnaires. Data were analyzed using t-test, Mann-Whitney U test, one-way Anova. The results obtained were an increase in KPMM for students who treated with Think Talk Write (TTW) strategies in cooperative learning. They were higher than students who obtained learning with a scientific approach (g_TTW = 0.75> 0.61 = g_PS). So it appears that the increase in KPMM and DM students who get the TTW Strategy in Cooperative Learning is higher than students who get learning with a scientific approach.

Autonomy in learning is an ability required by each individual to cope all life challenges. A person with higher learning autonomy could study better and is capable of observing, evaluating and managing his study effectively and efficiently, and saving the time to accomplish given tasks. However, students’ learning autonomy (SLA) has in fact not yet well-developed up to senior high school level. Generative learning (GL) is considered able to elicit the development of SLA. This research aims to examine students’ autonomy in learning through the implementation of GL. The type of this research is quasi experiment with pretest and posttest control group design. The research used a set of learning autonomy scales as its instrument. The research result shows that GL could better enhance SLA compared to conventional learning; perceived from a whole: 0.58 > 0.51, perceived from the school category: 0.65 > 0.58 (superior), 0.57 > 0.51 (moderate), 0.51 > 0.44 (low) and students’ early mathematics skill (EMS): 0.74 > 0.69 (high), 0.60 > 0.54 (medium), 0.35 > 0.31 (low). Both control and experimental classes have moderate learning autonomy improvement. Meanwhile, in terms of EMS, those obtaining GL treatment improved moderately, and the control class has a poor increase.

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan pemecahan masalah peserta didik dikarenakan perangkat pembelajaran matematika yang belum bisa membuat tercapainya salah satu tujuan tersebut. Tujuan penelitian ini untuk mengembangkan perangkat pembelajaran matematika dengan model problem based learning (PBL) yang memenuhi syarat valid dan praktis dalam memfasilitasi kemampuan pemecahan masalah matematis peserta didik pada materi relasi dan fungsi. Model pengembangan yang digunakan adalah model 4D (define, design, develop, desseminate) yang dirancang oleh Thiagarajan, Semmel, dan Semmel. Instrumen yang digunakan untuk validasi adalah lembar validasi perangkat pembelajaran (silabus, RPP, dan LKPD) serta instrumen kepraktisan adalah angket respon peserta didik. Teknik yang digunakan adalah teknik pengumpulan data dan analisis data. Subjek penelitian yaitu peserta didik kelas VIII SMP Darma Yudha tahun ajaran 2020/2021. Berdasarkan hasil analisis data disimpulkan bahwa perangkat pembelajaran matematika sudah valid. Hasil validasi silabus mencapai 84% dengan kategori valid, RPP mencapai 87% dengan kategori sangat valid, LKPD mencapai 85% dengan kategori sangat valid. Artinya perangkat pembelajaran yang dikembangkan dapat diujicobakan. Hasil uji coba kelompok kecil disimpulkan bahwa perangkat pembelajaran matematika memenuhi syarat praktis dengan rata-rata hasil angket respon peserta didik mencapai 81% dengan kategori praktis. Artinya perangkat yang telah diujicobakan dapat digunakan dengan baik oleh peserta didik.