Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa dengan menggunakan model pembelajaran Problem Based Learning (PBL) pada materi skala di kelas V SD Negeri 28 Peusangan. Penelitian ini merupakan penelitian Tindakan kelas yang telah dilaksanakan sebanyak 2 siklus. Adapun subjek yang diambil adalah seluruh siswa kelas Va SD Negeri 28 Peusangan tahun ajaran 2021/2022. Tehnik pengumpulan data pada penelitian ini adalah (a). observasi, (b). wawancara, (c). dokumentasi, dan (d). tes. Berdasarkan hasil penelitian dapat disimpulkan bahwa persentase ketuntasan belajar siswa berada pada kategori sangat baik, sehingga dapat dikatakan bahwa Problem Based Learning (PBL) ini efektif digunakan pada materi skala, hal ini ditunjukkan pada siklus 1 persentase ketuntasan belajar adalah 54% dengan nilai rata-rata 75,20, dan pada siklus 2 meningkat menjadi 95% dengan nilai rata-rata 82,11 Pada aktifitas siswa dan guru berdasarkan hasil observasi juga terhadap model yang digunakan peneliti yaitu Problem Based Learning (PBL) berada pada tingkat yang efektif diberikan kepada siswa.
This research uses a quantitative approach. This study aims to determine the increase in problem-solving skills using the Problem-Based Learning Model, which is better than what is taught through conventional learning assisted by Video Learning in Elementary Schools. The type of research used in this research is experimental. Data collection techniques in this study were carried out through tests, namely pre-tests and post-tests, in the form of problem-solving ability tests and observations of the learning. The pre-test was carried out before the learning took place, and the post-test was carried out after the learning took place on both experimental and control groups. This instrument consists of test questions to measure students' problem-solving abilities. Data were analyzed by comparing student scores obtained from student results before and after being treated with conventional learning. The study results concluded that the obtained t-table value could be written as follows; t-table with a significance level of 5% = 1.303 < t-count = 2.076 for t-count or ha is accepted and ho is rejected. This video-based PBL model is suitable for learning mathematics in elementary schools.
The application of Realistic mathematics education (RME) in schools has not satisfied. The efforts of educators to help teachers implement RME are an ongoing process, including by providing examples of learning process through the video lessons. This study aims to investigate teacher understanding of the characteristics of RME through watching video lessons. Three elementary school teachers in Aceh, Indonesia, were involved in this research. Data was collected through questionnaires and semi-structured interviews. Data were analyzed descriptively. The results showed that the teacher did not understand three of the five characteristics of RME. Teachers' understanding of real problems is only limited to the use of concrete objects. The teacher could not identify activities on the video about using models or symbols to scaffold students from concrete to more formal knowledge. The teacher also did not realize that the relationship between mathematical concepts can help students understand mathematics well. The implication of this study is that researchers need to guide the teacher design the learning trajectory before watching learning from other teachers. After watching the whole video lessons, the teacher also needs to be moved to identify important events related to the characteristics of RME in the learning in the video.
This study is entitled Problem Solving Approach to improve student learning outcomes in Trigonometry Materials. The purpose of this study is to describe learning that can improve student achievement with the Problem Solving Approach in Trigonometry Materials in Class X SMA Negeri 1 Bireuen. This study uses a qualitative approach to the type of Classroom Action Research (CAR). As for the subjects of the study were all grade X students of SMA Negeri 1 Bireuen and 5 students were taken as interview subjects with high, medium, and low ability criteria. Research data collected in the form of tests, interview observations and field notes. Student responses about problem solving approaches were also very good. It was proven that they enjoyed learning with the problem solving approach. This research was carried out in one action with II cycle. In the first cycle, the results of the study showed that the observations of the researchers 'activities reached 87.50% and the results of observations of the students' activities reached 81.67%. While the success of the final test of the first cycle I action reached 78.13%. Thus according to the established criteria said to be unsuccessful, for that the researcher entered the second cycle and corrected the existing weaknesses in cycle I. In the second cycle, the results of the study showed that the observations of the researchers 'activities reached 91.67% and the results of observations of the students' activities reached 89.17%. While the success of the final test cycle II action reached 87.10%. Based on the results of the final test I cycle II action that learning has reached the specified criteria that is 85% of students got a score ≥ 65 so that this study was said to be successful. Student responses about problem solving approaches were also very good. It was proven that they enjoyed learning with a problem solving approach.
<p>Kurangnya pemahaman guru tentang pentingnya alat peraga untuk menanggulangi fobia matematika menyebabkan pembelajaran di kelas berlangsung satu arah. Hal ini menyebabkan siswa tidak bersemangat belajar dan cenderung benci terhadap matematika. Rasa benci tersebut lama-kelamaan dapat berubah menjadi trauma belajar matematika yang pada umumnya disebabkan oleh pengalaman yang menyakitkan, menakutkan yang bisa saja bersumber dari cara guru mengajar matematika yang selalu bersifat paksaan dan tekanan, seringnya diberikan hukuman oleh sang guru, atau bisa jadi ejekan dari teman sekelasnya. Cara mengajar guru yang menyebabkan siswa trauma diantaranya, guru terbiasa menyuruh siswa mengerjakan soal matematika ke depan kelas dan memberi hukuman ketika siswa tidak mampu, guru selalu memperbanyak pekerjaan rumah dan memberi hukuman apabila siswa lupa mengerjakan tugas. Adapun tujuan dari PKM ini adalah menambah wawasan guru tentang pentingnya cara mengajar matematika yang baik, pendekatan dan motivasi yang baik untuk siswa dan penggunaan alat peraga matematika sehingga dapat menanggulangi fobia matematika. Kegiatan PKM ini telah dilaksanakan di Sekolah Dasar Negeri 4 Bireuen dengan uraian kegiatan penyuluhan dan sosialisasi pentingnya penggunaan alat peraga matematika, pelatihan pembuatan alat peraga serta evaluasi dan monitoring setelah kegiatan PKM berlangsung. Luaran yang diharapkan dari kegiatan ini adalah harapan akan bertambahnya kemampuan dan wawasan guru dalam mengajar matematika, mengelola kelas dengan baik, memotivasi siswa dan menggunakan alat peraga matematika secara optimal.<br />Kata Kunci : Fobia, Alat Peraga</p>
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