Comparison of The Effectiveness of Scientific Approach and Problem-Solving Approach in Problem-Based Learning in Class IX of SMP Negeri 3 Pangsid

Abstract

The research used is a quasi-experimental study that aims to determine whether there are differences in the effectiveness of the scientific approach and the problem-solving approach in problem-based learning in class IX students of SMP Negeri 3 Pangsid. The population in this study were all grade IX students of SMP Negeri 3 Pangsid, and the sample consisted of two classes, namely class IX.1 and class IX.2, as an experimental class. Based on data collection from learning outcomes, activities and responses of students show that the mathematics learning outcomes of students in the experimental class 1 are in the high category with a mean of 84.38, student activities in learning can be categorized well, while student responses tend to be positive towards this learning. So, it can be concluded that problem-based learning with the scientific approach is quite active. Student mathematics learning outcomes in experimental class 2 are in the high category with a mean of 79.58, student activity in learning is in right criteria, and student responses to this learning are positive. This shows that problem-based learning with a problem-solving approach is quite effective. Hypothesis testing at a significant level α = 0.05 with the t-test showed a significant difference in effectiveness, in terms of learning outcomes between students who applied problem-based learning with a scientific approach and students who applied problem-based learning with problem-solving approaches.

The Practicality of the Problem Posing Approach with the STAD Setting in Mathematics Learning

“…A cooperative structure of tasks, goals, and rewards characterizes STAD-type cooperative learning. In implementing this learning, students are assigned to work in small groups of 4 to 5 people; each group must be heterogeneous regarding gender, ethnicity, and academic ability (Chairuddin & Farman, 2021).…”

Pelaksanaan Input Soal Ujian Akhir Semester Berbasis Teknologi Informasi Menggunakan Moodle di SMK Negeri 5 Kendari

“…Bahkan mayoritas pembelajaran di kelas berfokus pada kemampuan siswa hanya untuk mengingat dan menyimpan berbagai informasi tanpa memperhatikan informasi yang diingat untuk menghubungkannya dengan lingkungan keluarga dan dalam kehidupan sehari-hari. Efek dari ini adalah bahwa siswa yang dihasilkan ketika mereka lulus dari sekolah secara teoritis cerdas, tetapi mereka kurang implementasi (Chairuddin & Farman, 2019). Dari fakta tersebut dalam menciptakan peningkatan pada pendidikan di indonesia, perlu adanya peningkatan kualitas dari seorang pendidik, yang dalam hal ini menjadi contoh kepada siswa.…”

Learning Style Preferences Based on Class and Gender

“…Bahkan mayoritas pembelajaran di kelas berfokus pada kemampuan siswa hanya untuk mengingat dan menyimpan berbagai informasi tanpa memperhatikan informasi yang diingat untuk menghubungkannya dengan lingkungan keluarga dan dalam kehidupan sehari-hari. Situasi ini mengakibatkan lulusan secara teoritis cerdas, tetapi mereka kurang mampu menerapkan ilmu yang mereka miliki di lingkungan (Chairuddin & Farman, 2019). Penyebab lain adalah bentuk pembelajaran yang dilaksanakan guru masih kurang memperhatikan perbedaan setiap peserta didik dan pembelajaran yang kurang efektif terhadap kebutuhan dan karakteristik peserta didik (Sulisawati et al, 2019).…”