scholarly journals The Difference in the Improvement of Problem Solving Ability and Students Motivation Who Taught by Problem Based Learning and Discovery Learning

2018 ◽  
Vol 6 (12) ◽  
pp. 1609-1617
Author(s):  
V Verawati ◽  
E. Elvis Napitupulu ◽  
Waminton Rajagukguk
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
The Difference

scholarly journals Kemampuan Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Learning Cycle 7E dan Problem Based Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 425-432
Author(s):  
Puji Lestari ◽  
Rina Rosdiana
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Cycle ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Difference

AbstrakKemampuan pemecahan masalah merupakan bagian dari kurikulum pendidikan matematika saat ini. Fakta di lapangan menunjukkan bahwa kemampuan pemecahan masalah matematis siswa masih belum optimal, salah satu penyebabnya adalah masih banyak siswa yang menemui kesulitan dalam hal pemahaman konsep dasar. Mengoptimalkan kemampuan pemecahan masalah diantaranya dapat ditempuh melalui pembelajaran yang berpusat pada siswa. Model pembelajaran Learning Cycle 7E dan Problem Based Learning merupakan dua dari beragam model pembelajaran yang berpusat pada siswa. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan pencapaian kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Hasil dari penelitian menyimpulkan bahwa tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Sementara itu, untuk kualitas peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi sedang namun skor perolehan nya berbeda. Secara umum, sikap siswa terhadap pembelajaran matematika menggunakan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi baik. Abstract (Students’ Problem Solving Ability through Learning Cycle 7E and Problem Based Learning)Currently mathematical problem solving ability was a part of mathematics curriculum. In fact, the mathematical problem solving ability of students was not optimized, one of the reasons is there are still many students who have problems in terms of understanding the basic concepts. To optimizing the mathematical problem solving ability of students, it, can be reached by implementing student-centered learning. Learning Cycle 7E and Problem Based Learning are two of a lot of student-centered learning models. The purpose of this study was to determine the difference of achievement mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models.  The results of this study are there is not a difference enhancement of mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models. Meanwhile, the quality of enhancement mathematical problem solving ability students who get Learning Cycle 7E and Problem Based Learning models are in the middle interpretation. In general, students' attitudes toward learning mathematics using Learning Cycle 7E and Problem Based Learning models each in good interpretation.

scholarly journals PERBANDINGAN PEMECAHAN MASALAH MATEMATIS SISWA ANTARA DISCOVERY LEARNING DAN PROBLEM BASED LEARNING

2017 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Yunita Herdiana
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Problem Solving ◽  
Post Test ◽  
Problem Solving Competency ◽  
Group Post

This research is aimed to investigate the students’ problem-solving competency after learn by using discovery learning model and students’ problem-solving ability after learn by using problem-based learning model. Therefore, this research is aimed to investigate differences problem-solving ability of mathematics between students who get discovery learning model and problem-based learning model. The population used in this research was a student in grade VII in one of junior high school in West Bandung Regency. The sample was student class VII B for the first experiment class and VII C for the second experiment class with 35 students in every class. The method in this research was a quasi experiment by using two group post-test only design. The instrument in this research is post-test about problem-solving of mathematics. Based on the research, it can be concluded that there is a difference between the mathematical problem-solving competency of students who get discovery learning model and problem-based learning model. Nevertheless, the qualification of problem-solving competency between of students who gets discovery learning model and problem-based learning model, are including the medium category

scholarly journals HE EFFECT OF PROBLEM BASED LEARNING MODEL AND PROBLEM POSING TO STUDENT PROBLEM SOLVING OF MATHEMATICS ABILITY

EDUPEDIA ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Astri Wuryani ◽  
Intan Sari Rufiana
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Problem Posing ◽  
Seventh Grade ◽  
Mathematics Ability ◽  
Mathematical Problems ◽  
The Difference ◽  
Data Collection Technique ◽  
Student Problem

his research aims to: (1) find out whether is there the influence of problem based learning toward the student problem solving of mathematics ability at seventh grade of SMP N 1 Balong, (2) find out whether is there the influence of problem posing toward the student problem solving of mathematics ability at seventh grade of SMP N 1 Balong, and (3) find out whether the difference of problem solving ability between the students get problem based learning with the students get problem posing learning. The research design was pre-experimental with the population covering all seventh grade students of SMP N I Balong consisting of eight classes. Classes VII G and VII H were selected as the sample. The selection of sample class used purposive sampling technique. From eigth classes, Class VII G was treated problem based learning and class VII H was treated problem posing. Data collection technique was test ability to solve mathematical problems. Data analysis technique was used paired sample t-test and t sample independent test.The results on 0.05 significant level showed that the problem based learning has an influence to the students’ mathematics problem solving ability. Similarly, problem posing learning has an effect to the students’ problem solving ability of mathematics. When reviewed from the both of problem solving ability of mathematics model, problem based learning isn’t different with problem posing. 

scholarly journals The Effect of Problem Based Learning Model on Understanding Concepts and Problem Solving Skill in Social Sciences in Grade IV Students of SDN 1 Mulung Driyorejo Gresik

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Miftaqul Rizqi Muliyono ◽  
Totok Suyanto ◽  
Muhammad Turhan Yani
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Problem Based Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Homogeneity Test ◽  
Problem Solving Skills ◽  
Analysis Technique ◽  
Post Test ◽  
The Difference

This study aims to determine whether the use of the problem-based learning model can influence the understanding of concepts and problem-solving skills in social studies learning in the fourth grade of SDN 1 Mulung. This study uses a quantitative method with quasi-experimental design type nonequivalent sampled group design. The dependent variable in this study is the understanding of concepts and problem-solving skills, and the different variables are problem-based learning models. The sample chosen in this study uses namely IV-A class students totaling 20 students and IV-B class students totaling 20 students, using the sample random sampling technique. Data collection techniques using tests (pre-test and post-test). The research instrument used was a test sheet for understanding concepts and problem-solving skills. Instrument analysis technique uses validity test and reliability test while the data analysis technique uses the normality test, homogeneity test, hypothesis test, and normalized n-gain test. Based on the calculation of the T-test, Sig. (2-tailed) That is equal to 0,000 <0,05, then Ha is accepted, or there are significant differences between the difference between the results of the post-test and pre-test of the control class with the difference between the results of the post-test and the pre-test of the experimental class. This can be interpreted that the problem-based learning model has a significant effect on the understanding of concepts and problem-solving skills in social studies learning in the fourth grade of SDN 1 Mulung on natural resource material. To provide effective, interesting, and fun learning for students, teachers, should use an interesting learning model.

scholarly journals IMPROVING MATHEMATICAL PROBLEM SOLVING ABILITIES OF THE STUDENT WITH THE PROBLEM-BASED LEARNING APPROACH

2021 ◽  
Vol 10 (1) ◽  
pp. 457
Author(s):  
Lisa Virdinarti Putra ◽  
Ela Suryani ◽  
Ontya Sekar Kinasih ◽  
Wahyu Tyas Utami
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Learning Material ◽  
Teaching Materials ◽  
Ability Test ◽  
Problem Solving Skills ◽  
The Mean ◽  
The Difference

This study aimed to determine the application of the problem-based learning approach to improve the mathematics problem solving skills of the fifth grade students of SDN Susukan 04. The research was conducted at SDN Susukan 04. The method used in this study was the Plomp development model which consisted of three stages: (1) Preliminary Research; (2) Prototyping Phase; (3) Assessment Phase. The subjects in this study were students of class V SDN Susukan 04. The type of data in this study was quantitative. This quantitative data was obtained from the validation result score, the score of 10 students on the observation sheet and the learning material mastery test (TPBA) score. The validation phase of teaching materials developed with the Problem-based Learning approach and validation of the problem-solving ability test. Seeing what happened to students, it was necessary to strive the development of the teaching materials to improve problem-solving abilities in learning Mathematics with the Problem-based Learning approach, as the importance of solving abilities learning problems in teaching success. The test for the difference in the problem-solving ability test of the experimental  class and the control class could be seen from the mean of the experimental class = 78.70> the mean of the control class = 64.76. So it can be concluded that the average problem-solving ability of the experimental class students were higher than the problem solving ability of control class students .

scholarly journals Comparison of Mathematical Representation Skill and Science Learning Result in Classes with Problem-Based and Discovery Learning Model

2018 ◽  
Vol 7 (1) ◽  
pp. 106-113 ◽  
Author(s):  
C. Ertikanto ◽  
U. Rosidin ◽  
I. W. Distrik ◽  
Yuberti Yuberti ◽  
T. Rahayu
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Representation ◽  
Homogeneity Test ◽  
Normality Test ◽  
The Difference ◽  
Test Correlation

The purpose of this research is to know the difference of mathematical representation skill, the result of science learning and its influence on problem-based learning and discovery learning model. The population of this study was 16 students of PGSD FKIP University of Lampung. Among 534 students, there were two experimental classes consisting of 35 students and each was determined through cluster random sampling.  The data on mathematical representation skills and learning outcomes of science were obtained through a description test, five questions for assessing mathematical representation skills, and ten questions for assessing science learning outcomes. From the instruments that had been tested to 30 respondents, it was obtained a valid and reliable instrument with a score of 0.505 for mathematical representation skills, and 0.832 for learning outcomes. Furthermore, the data were analyzed by using normality test, homogeneity test, independent sample t-test, correlation test, and simple linear regression test. The results showed that there was no difference in the result of mathematical representation skill and science learning outcomes, between the problem-based learning model and real discovery. But there is a positive and significant linear influence between the mathematical representation skill and the learning outcomes of science, through a problem-based learning model of discovery.

scholarly journals Perbedaan Kemampuan Pemecahan Masalah Matematika Menggunakan Model Pembelajaran Problem Based Learning dan Discovery Learning di Kelas VIII SMP Negeri 1 Percut Sei Tuan

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Rabithah Hasibuan ◽  
Bornok Sinaga
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Mathematics Students ◽  
Control Group Design ◽  
Group Design ◽  
Class Viii ◽  
Better Than

AbstrakPenelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah matematika siswa dengan menggunakan model pembelajaran Problem Based Learning lebih baik daripada model pembelajaran Discovery Learning di kelas VIII SMP Negeri 1 Percut Sei Tuan. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest Control Group Design. Variabel penelitian ini terdiri dari variabel bebas yaitu penggunaan model pembelajaran Problem Based Learning dan Dicovery Learning, sedangkan variabel terikat yaitu kemampuan pemecahan masalah matematika siswa. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Percut Sei Tuan yang terdiri dari 8 kelas, sedangkan sampel dalam penelitian ini adalah siswa kelas VIII-G (kelas eksperimen I) sebanyak 31 orang dan kelas VIII-H (kelas eksperimen II) sebanyak 31 orang. Instrumen penelitian dalam pengumpulan data adalah tes dan lembar observasi. Sebelum pengujian hipotesis terlebih dahulu diuji normalitas data dengan menggunakan uji Liliefors dan homogenitas data menggunakan uji F. Dari pengujian yang dilakukan diperoleh bahwa hasil pretest kedua sampel berdistribusi normal dan homogen, dengan demikian penulis bisa memberikan perlakuan kepada kedua sampel. Dari hasil analisis data pretest-posttes dengan menggunakan uji-t pada taraf α = 0,05 diperoleh thitung > ttabel yaitu 1,955 > 1,677sehingga H0 ditolak dan Ha diterima. Maka dapat disimpulkan bahwa kemampuan pemecahan masalah matematika siswa dengan menggunakan model pembelajaran Problem Based Learning lebih baik daripada model pembelajaran Discovery Learning di kelas VIII SMP Negeri 1 Percut Sei Tuan. Kata kunci : Kemampuan pemecahan masalah, , model pembelajaran Problem Based Learning dan Discovery Learning.AbstractThis study aims to determine the problem solving ability of mathematics students using Problem Based Learning model of learning is better than the model of learning Discovery Learning in class VIII SMP Negeri 1 Percut Sei Tuan. This research is a quasi-experimental research with pretest-posttest Control Group Design design. The variables of this study consisted of independent variables, namely the use of Problem Based Learning and Dicovery Learning, while the dependent variable is the students' math problem solving abilities. The population in this study is all students of class VIII SMP Negeri 1 Percut Sei Tuan consisting of 8 classes, while the sample in this study were students of class VIII-G (experiment class I) as many as 31 people and class VIII-H (Experiment class II) as many as 31 people. Research instruments in data collection are test and observation sheet. Before testing the hypothesis first tested the normality of data by using Liliefors test and homogeneity of data using F test. From the test it was obtained that the pretest results of both samples distributed normal and homogeneous, thus the authors can provide treatment to both samples. From result of analysis of pretest-posttes data by using t-test at α = 0,05 obtained t count> ttable that is 1,955> 1,677 so that H0 refused and Ha accepted. Then it can be concluded that the problem solving ability of mathematics students using Problem Based Learning model is better than Discovery Learning model in class VIII SMP Negeri 1 Percut Sei Tuan. Keywords: Problem solving abilities, Problem Based Learning and Discovery Learning   model

scholarly journals Perbandingan Desain Pembelajaran ASSURE dan PPSI untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar

2019 ◽  
Vol 8 (1) ◽  
pp. 143-154
Author(s):  
Rostina Sundayana
Keyword(s):  
High School Students ◽  
Instructional Design ◽  
Problem Solving ◽  
Junior High ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Mathematics Skills ◽  
Directed Learning

AbstrakPenelitian ini bertujuan untuk mengkaji peningkatan kemampuan pemecahan masalah dan kemandirian belajar matematika siswa kelas VII dengan menggunakan desain pembelajaran ASSURE. Penelitian ini menggunakan metode kuasi eksperimen, dengan desain kelompok kontrol pretes-postes. Pada kelompok kontrol, digunakan desain pembelajaran yang sedang berjalan yaitu desain Prosedur Pengembangan Sistem Instruksional (PPSI).Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri di Kabupaten Garut yang mencakup sekolah level bawah, tengah, dan atas.Dari masing-masing level tersebut, diambil sampel sebanyak tiga kelompok yaitu kelompok eksperimen 1 (siswa yang mendapat desain pembelajaran ASSURE dengan model Problem Based Learning/A-PBL); kelompok eksperimen 2 (siswa yang mendapat desain pembelajaran ASSURE dengan model Discovery Learning/A-DL) dan kelompok kontrol (siswa yang mendapat desain PPSI dengan model pembelajaran PBL dan DL). Dengan menggunakan teknik analisis data ANOVA, Kruskal-Wallis, Uji Tukey HSD, dan uji Perbandingan Berganda diperoleh  kesimpulan dari hasil penelitian ini, secara umum bahwa: peningkatan kemampuan pemecahan masalah dan kemandirian belajar matematika  siswa yang mendapat desain pembelajaran ASSURE lebih baik dari siswa yang mendapat PPSI. The Comparison of ASSURE and PPSI Model as Instructional Design to Increase Mathematics Skills in Problem Solving and Self-Directed LearningAbstractThis study is aimed at reviewing the increase of Junior High School Students’ Mathematics skills in problem solving and Self-directed learning by using ASSURE design (Analyze learner characteristics; State standards and objectives; Select methods, media and materials; Utilize media and materials; Require learner participation; and Evaluate and revise). This study used experimental method with pretest-posttest control group design. The population in this study was grade VII students of State Junior High Schools located in Garut Regency consisting of schools with lower level, middle level, and top level. From the schools which had been randomly selected, three classes were also randomly selected to take as sample. The first two classes used ASSURE model as instructional design by applying Problem Based Learning (A-PBL) and Discovery Learning (A-DL) respectively. Meanwhile, the third class used conventional instructional design by applying Problem Based Learning and Discovery Learning (K-PBL/DL). By using ANOVA data analysis techniques, Kruskal-Wallis, Tukey HSD Test, and Multiple Comparison tests are concluded in general, the conclusion drawn based on the results of this study is that the increase of students' Mathematics skills in problem solving and Self-directed learning who were taught by using ASSURE model showed better results than those who were taught by using conventional model.

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