Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis

Gultom, Buana Maria; Siahaan, Theresia Monika; Tambunan, Lois Oinike

doi:10.47709/jpsk.v2i02.1792

Cited by 2 publications

(2 citation statements)

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“…Dengan berfokus pada berpikir kritis sejak dini, peserta didik SD dapat memperoleh pondasi yang kuat untuk mengembangkan kemampuan berpikir yang lebih kompleks di masa depan. (Gultom et al, 2022;Safirah & Abdillah, 2024). Dalam PBL, peserta didik diberikan situasi atau masalah dunia nyata yang relevan dengan materi pelajaran yang ingin dipelajari.…”

Section: Tijauan Pustaka Keterampilan Berpikir Kritisunclassified

Model Problem Based Learning dengan Pendekatan Culturally Responsive Teaching terhadap Keterampilan Berpikir Kritis Siswa SD

Safirah,

Ningsih,

Suhartiningsih

et al. 2024

JRPD

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The impact of the Fourth Industrial Revolution era demands students to possess critical thinking skills to keep up with technological advancements. However, a considerable number of students exhibit low levels of critical thinking skills. The aim of this research is to analyze the impact of the Problem-Based Learning model with a Culturally Responsive Teaching approach on students' critical thinking skills. This study employs a quasi-experimental research design using the Nonequivalent Control Group Design. Instruments used to measure critical thinking skills include pretests and posttests in the form of essay questions. Data analysis is conducted using descriptive techniques and t-tests. The research findings indicate that the implementation of the Problem-Based Learning model with a Culturally Responsive Teaching approach has a positive impact on students' critical thinking skills. This is evident in the final results of the experimental group, where the average score is 85.72 with a total of 28 students (N). In contrast, the control group has an average score of 58.44 with a total of 30 students (N). The T-test results show that the calculated t value is greater than the t table (10.933 > 1.672) and a significance value (sig.) of 0.000 < 0.05, leading to the rejection of the Null Hypothesis (Ho) and acceptance of the Alternative Hypothesis (Ha). Overall, these findings confirm the significant influence of implementing the Problem-Based Learning model with a Culturally Responsive Teaching approach on students' critical thinking skills.

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Section: Tijauan Pustaka Keterampilan Berpikir Kritisunclassified

Model Problem Based Learning dengan Pendekatan Culturally Responsive Teaching terhadap Keterampilan Berpikir Kritis Siswa SD

Safirah,

Ningsih,

Suhartiningsih

et al. 2024

JRPD

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“…Selain kesulitan belajar yang dihadapi oleh peserta didik itu sendiri, rendahnya kemampuan pemecahan masalah matematika peserta didik juga disebabkan oleh model pembelajaran yang masihberpusat pada guru. Menurut Sanusi (Gultom, 2019) mengatakan bahwa:…”

Section: Pendahuluanunclassified

Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Pemecahan Masalah Matematis Siswa pada Materi Sistem Persamaan Linier Tiga Variabel di Kelas X

Sihombing

Sidabutar²,

Manurung³

2023

joe

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In the learning process students often do not understand the math problem being worked on, so the steps for solving it are not appropriate. This is caused by the students' mathematical problem solving abilities which are still low and the learning model used by the teacher is still not appropriate for students' mathematical problem solving abilities. This study aims to determine the effect of the Problem Based Learning (PBL) model on students' mathematical problem solving abilities on the material system of three variable linear equations in class X. This study used a quantitative method with a quasi-experimental research type and used a Pre-test Post-test Control Group Design. The population of this study were all students of class X and the sample was taken by Cluster Random Sampling with 2 classes, namely the experimental class (X-1) and the control class (X-2). The instrument used is a description test of 5 questions and observation. This data analysis uses prerequisite test and hypothesis test with t-test. From the results of the study, the average Post-Test value of the experimental class was 78.68 and the average Post-Test value of the control class was 70.74. Judging from the average value of students' mathematical problem solving abilities between the experimental class and the control class, it can be concluded that the Problem Based Learning (PBL) model has a higher influence than conventional learning. Based on the hypothesis test using the t-test, the result is that tcount>ttable=2.123>2.016 with a significant level of 5%, then H0 is rejected and Ha is accepted. So that it can be concluded that there is an influence of the Problem Based Learning (PBL) model on students' mathematical problem solving abilities in the three-variable linear equation system material in class X.

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Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis

Cited by 2 publications

References 0 publications

Model Problem Based Learning dengan Pendekatan Culturally Responsive Teaching terhadap Keterampilan Berpikir Kritis Siswa SD

Model Problem Based Learning dengan Pendekatan Culturally Responsive Teaching terhadap Keterampilan Berpikir Kritis Siswa SD

Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Pemecahan Masalah Matematis Siswa pada Materi Sistem Persamaan Linier Tiga Variabel di Kelas X

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