Problem Based Learning with a Scientific Approach with Character in Mathematics Learning

Abstract

The studied aims to determined the characteristics of the development of learned devices with the problem-based learned model with a scientific approached which container the character in math subject. The research method used is a development research. Development is carried out with the preparation of valid, practical and effective tools. The learned tools developed were syllabus, (RPP) Learning Implementation Plans, (LKS) Student Worksheets, Student Books, and TKPM (Problem Solving Ability Tests). After the learned device valid then tested, the experiment was carried out by observed the learned process, process skills, students' character, at the end of the learned process did by TKPM and filled in the student response questionnaire. Data were analyzed to determined the practicality and effectiveness of the used of learned devices. The results showed: (1) the average score of the learned device validation results was 4.37 in the very good category so the devices developed were valid; (2) the application of practical learned tools because the average score of the teacher's ability to manage to learned is 3.98 in the good category and the average score of 4.36 student respons is in the very good category; (3) the application of effective learned devices because TKPM has achieved classical completed, the average TKPM experimental class better than the control class, the proportion of completed TKPM students experiment better than control class students, there is a positive influence was students' process and attitude skills towards TKPM, there is an increase in mathematical problem-solved abilities.

Enhancing Students’ Critical Thinking by Integrating Contextual Problems Worksheets on Problem Based Learning

“…At the end of the second cycle, students who met this indicator rose to 58.33%. As a facilitator, the teacher has an essential role in successfully implementing problem-based learning (Amini et al, 2019;Wakit & Kusumodestoni, 2020).…”

“…Not only the final result but the success of learning is also seen in the learning process that has taken place. Problem-based learning focuses on this (Wakit & Kusumodestoni, 2020). Teachers must plan each stage of learning well because it impacts students' thinking abilities.…”

Problem-Solving Skills for Middle School Students through the STEM-Based PBL Model

“…Low problem-solving skills should no longer be found in Indonesia because the learning system in Indonesia implements the 2013 curriculum, which adheres to a scientific approach with a student-centered learning orientation 18 . The scientific approach has been proven successful in increasing students' problem-solving skills [19][20][21][22] . However, low problem-solving skills cannot be avoided because many research results report on influencing factors, including students not reading the questions carefully, students not being able to say what is known completely, and not identifying what they know precisely, causing misinterpretation 23 , students find it difficult to understand the keywords in the problem, do not know the assumptions and information needed to solve the problem, tend to guess answers without thinking because they do not understand the essence of the problem, are impatient and do not like to read questions that complex, and do not like to read long questions 24 .…”

Pengembangan Lembar Kerja Siswa Berbasis Problem Based Learning Berbantuan Papan Lipat untuk Mendukung Pemahaman Konsep Pecahan Siswa Kelas IV

“…Pada tahap ini siswa disajikan kegiatan "ayo Selidiki" Pada kegiatan ini siswa diajak untuk mempelajari tentang pecahan yang digunakan dalam konteks nyata atau kehidupan seharihari disertai dengan pemecahan masalah matematika. Keterampilan pemecahan masalah sangat dibutuhkan dalam kehidupan sehari-hari untuk mengatasi masalah yang ada dengan pemilihan metode yang tepat dalam penerannya pada proses pembelajaran(Wakit & Kusumodestoni, 2020). Sehingga siswa yang terbiasa menyelesaikan masalah matematika maka keterampilan pemecahan masalah matematika akan meningkat(Nisa', Sa'dijah, & Qohar, 2016).Keempat, fase mengembangkan dan menyajikan hasil karya.…”