Peranan Model Problem Based Learning (PBL) terhadap Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar Siswa

Reski, Reny; Hutapea, Nahor Murani; Saragih, Sehatta

doi:10.24014/juring.v2i1.5360

Cited by 27 publications

(26 citation statements)

References 2 publications

(2 reference statements)

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“…Through problemsolving activities, problems in non-routine problems, finding patterns, communicating ideas, concluding, etc., become easy to develop (Mariam et al, 2019). In addition, mathematical problem-solving skills can usually be used to solve other problems for mathematics or other things outside of mathematics itself (Reski et al, 2019). Thus PSA has an essential role in helping students to more easily understand mathematics lessons and solve problems they face in everyday life.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, other learning models can facilitate students' problem-solving abilities, namely the problem-based learning (PBL) model (Ariandi, 2016;Cahyani & Setyawati, 2016;Reski et al, 2019;Sumartini, 2018). PBL is a learning model designed so that students gain knowledge and are skilled in problem solving and skills to participate in teams (Susilawati, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The Comparison of Students’ Mathematical Problem Solving Ability through Students Teams Achievement Division (STAD) and Problem Based Learning (PBL)

Chairuddin¹,

Farman²

2022

AIJP

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The purpose of the study was to determine the comparison of students’ mathematical problem-solving abilities through STAD and PBL learning models. This research was an experimental study with a nonequivalent post-test only control group design. The population of this study were all grade IX students of SMP Negeri 1 Kolaka for the 2018/2019 academic year, which consisted of eight classes totalling 200 students. The sample selection was done by using cluster sampling technique so that two classes IXD were obtained class IXD as the class that used the STAD model and class IXA as the class that used the PBL model. Class IXD has 25 students, and IXA has 26 students. The research data was collected through documentation, observations, and a problem-solving ability test. The research data in this study were analyzed using descriptive and inferential statistics. The results showed that descriptively the mathematical problem-solving ability (MPSA) of students in the STAD and PBL learning models showed an average score of 70 (good) and 69.34 (enough). Inferentially from the prerequisite test, the data obtained were normally distributed, and the variance of the two data was homogeneous. The hypothesis was tested using an independent sample t-test. The results of hypothesis testing indicate that there was no significant difference between students' MPSA with the application of the STAD learning model and the PBL model. So it was concluded that there was no difference in students' mathematical problem-solving abilities in using the STAD learning model or the PBL model.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Comparison of Students’ Mathematical Problem Solving Ability through Students Teams Achievement Division (STAD) and Problem Based Learning (PBL)

Chairuddin¹,

Farman²

2022

AIJP

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“…Based on the third objective of learning mathematics, it can be seen that Mathematical Problem Solving Ability (MPSA) is a very important part that must be owned and developed by students in learning mathematics. The importance of MPSA is owned by students, stated Branca (in Reski, et al, 2019), that MPSA is a general goal of mathematics learning, even as the heart of mathematics, MPSA includes methods, procedures, and strategies; MPSA is the core and main process in the mathematics curriculum; and MPSA is a basic ability in learning mathematics.…”

mentioning

confidence: 99%

Improvement of Mathematical Problem Solving Ability of High School Students through Problem Based Learning

Elmiwati

Kartini

Zulkarnain

2020

Journal of Educational Sciences.

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The ability to solve mathematical problems is a very important part that must be owned and developed by students in learning mathematics. However, generally Indonesian students' abilities are very low in understanding complex information and problem solving. Therefore, this article aims to know: 1) the increase in Mathematical Problem Solving Ability (MPSA) of students who get Problem Based Learning (PBL) better than students who get conventional learning with a scientific approach is reviewed overall and based on KAM levels; 2) find out the interaction between PBL and conventional models with KAM level to MPSA; 3) the difference in MPSA increase of students who get PBL learning in terms of KAM level. The research method used was a quasi-experimental research design with a pretest-posttest control group design. The sample of 6 grade students of SMAN 2 Bangkinang Kota class XI totaling 183 students. The instrument in this article is a MPSA test using t-test, two-way ANOVA test and one-way ANOVA test. The results in this study were: 1) the increase in MPSA of students who received PBL learning was better than students who received conventional learning in terms of overall and KAM; 2) there is a significant interaction between PBL and conventional models with KAM level to MPSA; and 3) there is a difference in the increase in MPSA of students who get PBL learning in terms of KAM level significantly.

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“…Rendahnya kemampuan pemecahan masalah matematika siswa terlihat dari beberapa hasil penelitian yang telah ada. Berdasarkan hasil penelitian Fitriana, Muhandaz, & Risnawati (2019) serta Reski, hutapea, & Saragih (2019), terlihat bahwa masih banyak siswa yang hanya menghafal konsep dan tidak bisa menggunakan konsep tersebut untuk memecahkan masalah yang berhubungan dengan konsep yang telah dimiliki, siswa kurang mampu dalam menyelesaikan masalah-masalah tidak rutin, serta siswa kurang mampu dalam mengidentifikasi masalah yang diberikan oleh guru yang berkaitan dengan permasalahan kontekstual.…”

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Pengembangan Modul Berbasis Kontekstual Terintegrasi Nilai Keislaman untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa

Suhandri

Sari

2019

Suska J. Math. Educ.

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Tujuan penelitian ini adalah melakukan analisis tahap awal dalam mengembangkan modul berbasis kontekstual terintegrasi nilai keislaman untuk meningkatkan kemampuan pemecahan masalah dengan kategori minimal valid dan praktis. Penelitian ini merupakan penelitian pengembangan dengan desain ADDIE yang terdiri dari lima tahap. Tahapan ADDIE yang dimaksud meliputi analysis, design, development, implementation, dan evaluation. Data dikumpulkan dengan teknik angket menggunakan instrumen angket validasi dan praktikalitas. Data yang telah diperoleh dianalisis dengan menggunakan perhitungan rata-rata dan persentase serta menggolongkan hasil berdasarkan kriteria yang telah ditetapkan. Berdasarkan hasil penelitian dapat disimpulkan bahwa modul yang dikembangkan termasuk dalam kategori sangat valid dan praktis untuk digunakan. Oleh karena itu, dapat disimpulkan bahwa untuk dapat mengasah kemampuan pemecahan masalah matematis siswa yang berkarakter sesuai dengan kurikulum 2013, guru membutuhkan perangkat pembelajaran yang dapat membantu memfasilitasi siswa untuk menumbuh dan mengembangkan kemampuan pemecahan masalah matematisnya sekaligus menumbuhkan karakter positif yang islami. Melalui modul yang dilandaskan atau didasarkan atas salah satu strategi atau pendekatan yang telah terbukti untuk meningkatkan kemampuan pemecahan masalah yaitu kontekstual yang terintegrasi nilai keislaman, maka diharapkan dapat membantu siswa meningkatkan kemampuan pemecahan masalahnya.

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Peranan Model Problem Based Learning (PBL) terhadap Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar Siswa

Cited by 27 publications

References 2 publications

The Comparison of Students’ Mathematical Problem Solving Ability through Students Teams Achievement Division (STAD) and Problem Based Learning (PBL)

The Comparison of Students’ Mathematical Problem Solving Ability through Students Teams Achievement Division (STAD) and Problem Based Learning (PBL)

Improvement of Mathematical Problem Solving Ability of High School Students through Problem Based Learning

Pengembangan Modul Berbasis Kontekstual Terintegrasi Nilai Keislaman untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa

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