Effect of Problem Based Learning Model on Mathematical Learning Outcomes of 6th Grade Students of Elementary School Accredited B in Kendari City

Kaharuddin, Andi

doi:10.33122/ijtmer.v1i2.14

Cited by 31 publications

(33 citation statements)

References 8 publications

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“…Problem Based Learning as a model gives freedom of thought and skill in solving problems to the students in the learning process by using a real problem (Sari, Wahyudi, & Hendrias, 2017). The results of the study conducted by Kaharuddin (2019) about the effect of the problem-based learning model on mathematic learning outcomes concluded that the application of a problem-based learning model has a positive effect on mathematics learning outcomes. Similar research was also conducted by Khoiriyah & Husamah (2018) about problem-based learning that creative thinking skills, problem-solving skills, and learning outcome of seventh-grade students with the conclusion that the application of PBL improves (1) the average of creative thinking skill was 11%, and the completion rate of 17.5%; (2) the average of problem-solving skills knowledge was 27% and the completion of 47%; and (3) the average score of learning outcomes was 3% and the completion rate was 15%.…”

Section: Introductionmentioning

confidence: 99%

Problem-Based Learning With a Scientific Approach as a Solution to Develop Students' Mathematics Learning Outcomes

Atika

Idris

Abrar

et al. 2020

MaPan

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Abstract:This study aims to understand the influence of the problem-based learning model with a scientific approach to grade VIII students' mathematics learning outcomes at SMP Negeri 1 Sungguminasa. This research uses a quasi-experimental method with a non-equivalent control group design. This research collected its research data through the distribution of observation sheets and learning achievement tests. Based on the descriptive statistical analysis results that the average value of student learning outcomes by using the problem-based learning model is 78.7, and the standard deviation is 7.21, while the average value of student learning outcomes without the problem-based learning model treatment is 72.19, and the standard deviation is 7.01. The results of the inferential analysis indicate the significant value (2-tailed) of 0.003 < 0.05, signifying a rejected H0. For that reason, this research concludes that there is a significant difference in grade VIII students' mathematics learning outcomes at SMP Negeri 1 Sungguminasa when the problem-based learning model with a scientific approach is implemented.Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaraan berbasis masalah dengan pendekatan saintifik terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 1 Sungguminasa. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain penelitian non equivalent control group design. Instrumen yang digunakan adalah lembar observasi dan tes hasil belajar. Berdasarkan hasil analisis deskriptif menunjukkan bahwa nilai rata-rata hasil belajar siswa menggunakan model problem based learning adalah sebesar 78,7, dan standar deviasinya 7,21, sedangkan rata-rata hasil belajar siswa yang tidak menggunakan model problem based learning adalah 72,19, dan standar deviasinya 7,01. Hasil analisis inferensial menunjukkan nilai signifikan (2-tailed) sebesar 0,003 < 0,05, yang berarti H0 ditolak. Dapat disimpulkan bahwa terdapat perbedaan dalam hasil belajar matematika siswa kelas VIII di SMP Negeri 1 Sungguminasa ketika menerapkan model pembelajaran berbasis masalah dengan pendekatan saintifik.

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Section: Introductionmentioning

confidence: 99%

Problem-Based Learning With a Scientific Approach as a Solution to Develop Students' Mathematics Learning Outcomes

Atika

Idris

Abrar

et al. 2020

MaPan

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“…However, the application of the problem-based learning model in elementary schools has also been done before. Like research by Kaharuddin (2019) and Kartikasari & Widjajanti (2017). Both studies were conducted with research subjects coming from high school elementary school students.…”

Section: |mentioning

confidence: 55%

The Mathematics Learning Model’s for Early Grade Students: Contextual or Problem-Based Learning

Irvan¹,

Jerusalem²,

Habibullah³

2020

AJPM

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This research aimed to know the appropriate learning model was applied in early grade mathematics learning by showed the differences in mathematics learning outcomes of students who use contextual teaching-learning and problem-based learning. This research method was quasi-experiment with a posttest only control group design. The population of this research were 3rd grade students of SD Negeri Wonosari, Semarang City. The sampling technique was used to cluster random sampling with two experimental classes. The first experimental class used contextual teaching-learning and the second experimental class used problem-based learning. The data were analyzed using a one-way ANOVA test. The results showed that there were differences between student mathematics learning outcomes in three classes. Student learning outcomes that applied contextual teaching and learning were better than mathematics learning outcomes of students who applied problem-based learning or conventional learning because contextual teaching and learning more emphasis on meaningful learning from real life that made it easier for students to understand. The teacher should be able to choose the appropriate model to be applied in mathematics learning following the grade level so that mathematics learning in the early grade could run optimally. So, this model was suitable to apply in early grade mathematics learning.

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“…In the investigation step, students are asked to look for data on the problem and find out the correct calculation process if the problems encountered can be calculated in value. Through this stage of the investigation, students' process skills can be honed primarily in their ability to process numeracy and other mathematical operations (Risdianti, 2017;Kaharuddin, 2018). The mathematical operations ability in this study relates to applying and integrating mathematical operations to solve problems in everyday life.…”

Section: Aspect Of Calculation Process Abilitymentioning

confidence: 97%

“…Through those stage of investigation, students' process abilities can be honed, primarily in their ability to calculating process and other mathematical operations (Risdianti, 2017). Through problem-based student's worksheet, students are taught to be able to connect everyday problems with mathematical concepts, get used to answering mathematical questions with mathematical communication, solve problems using mathematical formulas or concepts, and relating the daily problems with appropriate theory (Kaharuddin, 2018).…”

Section: Aspect Of Calculation Process Abilitymentioning

confidence: 99%

Analysis of Logical-Mathematical Intelligence Profile on Application of Problem-Based Learning on Acid-Base

Wardani¹,

Kurniawati²

2020

Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2

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Lack of problem solving ability is caused by students' logical and mathematical thinking intelligence not honed, so that problem solving abilities and logical thinking is low. This results in student learning outcomes, as many as 75% of students do not pass KKM on acid-base. The study aims to analyze the profile of logical-mathematical intelligence in class XI SMA Islam Sudirman Ambarawa. The study was used mix methods sequential explanatory to explain the result of research and used purposive sampling technique with 34 samples, class XI MIA 2. The research describes aspects of intelligence, the aspects are the ability to calculating process and mathematical operations. The results of the study stated that the achievement of logical-mathematical intelligence in XI MIA 2 reached 60%. As many as 3 outs have very good intelligence with a percentage of 9%, while for sufficient and poor categories 76% and 15% respectively. It can be concluded that the application of problem-based learning trains active students in learning and trains students' problem-solving skills through steps of problem-based learning. Student's problem-solving abilities influence cognitive abilities so that the profile of students' logical-mathematical intelligence after the application of problem-based learning reaches good enough category of logical-mathematical intelligence.

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Effect of Problem Based Learning Model on Mathematical Learning Outcomes of 6th Grade Students of Elementary School Accredited B in Kendari City

Cited by 31 publications

References 8 publications

Problem-Based Learning With a Scientific Approach as a Solution to Develop Students' Mathematics Learning Outcomes

Problem-Based Learning With a Scientific Approach as a Solution to Develop Students' Mathematics Learning Outcomes

The Mathematics Learning Model’s for Early Grade Students: Contextual or Problem-Based Learning

Analysis of Logical-Mathematical Intelligence Profile on Application of Problem-Based Learning on Acid-Base

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