Analysis of Differences in Improvement of Mathematical Problem Solving Ability of The Students at Upper Secondary School 3 Sidikalang Based on Contextual Learning Model And Direct Learning Models

Kemampuan pemecahan masalah matematika merupakan salah satu tujuan pendidikan nasional di Indonesia, tetapi pencapaiannya masih tergolong rendah. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain penelitian posstest-only. Pengambilan sampel pada penelitian ini menggunakan teknik purpose sampling. Sampel penelitian sebanyak 60 peserta didik yang terbagi dalam dua kelas (30 kelas eksperimen dan 30 kelas kontrol). Penelitian ini dilakukan di sekolah SMP N 10 Bekasi dan SMP N 26 Bekasi. Kelas eksperimen menggunakan model pembelajaran teamdengan strategi pembelajaran tugas dan paksa, sedangkan kelas kontrol menggunakan pembelajaran . Data yang terkumpul kemudian dianalisis dengan menggunakan uji beda rata-rata sampel bebas. Hasil analisis data menunjukan bahwa rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran team assisted individualization dengan strategi tugas dan paksa lebih tinggi dibandingkan dengan rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran langsung. Kata kunci: Model pembelajaran team assisted individualization, Strategi pembelajaran tugas dan paksa, kemampuan pemecahan masalah matematika ABSTRACT This research was conducted to determine the effect of team assisted individualization learning models with task learning strategies and forced to the ability to solve mathematical problems. Mathematical problem solving ability is an ability that belongs to the national education goals, but its achievement is still relatively low. The method used in this study is a quasi-experimental method with a poststest-only research design. Sampling in this study uses purpose sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMP N 10 Bekasi and SMP N 26 Bekasi. The experimental class uses team individualization learning models with task and forced learning strategies, while the control class uses direct learning. The collected data is then analyzed using independent sample t-test. The results of data analysis showed that the average value of students who learned using the team assisted individualization learning model with higher task and forced strategies compared to the average value of students who learned using direct learning models. Keywords: Team assisted individualization learning model, task and forced learning strategies, mathematical problem solving skills

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Pengaruh Model Pembelajaran E-learning Berbantuan Media Pembelajaran Edmodo Terhadap Kemampuan Pemecahan Masalah Matematis Peserta Didik

NUMERICAL Jurnal Matematika dan Pendidikan Matematika ◽

10.25217/numerical.v3i1.453 ◽

2019 ◽

pp. 31-42

Author(s):

Hanifah Hanifah ◽

Nanang Supriadi ◽

Rany Widyastuti

Keyword(s):

Problem Solving ◽

Quantitative Research ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

Learning Material ◽

Learning Models ◽

Mathematical Problems ◽

E Learning ◽

Initial Knowledge

Mathematical problem solving is a problem solving that uses mathematical problem solving. Students in the problem solving did not use the polya method so that students succeeded in difficulties. Educators still use conventional learning models so that students become bored, passive and reluctant to ask whether going forward working on the questions given by the educator, so that new learning models need to be applied. The e-learning learning model assisted with Edmodo learning media is an online presentation material on an Edmodo account using the mobile phone of students. PAM is the knowledge learned by students before getting learning material. This study aims to study the interaction of e-learning learning models assisted by Edmodo learning media to solve mathematical problems. This study is quantitative research. Data collection used with tests, interviews, collection and collection. The data analysis technique uses two-way anava test with cells that are not the same. From the results of the analysis, the influence of the e-learning learning model on mathematical problem solving abilities. It is necessary to question the high, medium, and low mathematical initial knowledge of Great mathematical problem solving ability, then there is no difference between assisted e-learning learning models edmodo, mathematical initial knowledge of mathematical problem solving abilities.

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Mathematical Problem Solving Capabilities: The Impact of Search Solve Create Share and Think Pair Share learning models on Logarithmic Lesson

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v11i1.6740 ◽

2020 ◽

Vol 11 (1) ◽

pp. 159-166

Author(s):

Syahfitri Purnama ◽

Muawanah Muawanah ◽

Tista Maya Surati ◽

Rika Septianingsih

Keyword(s):

Problem Solving ◽

Quantitative Study ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

P Value ◽

Learning Models ◽

Significance Level ◽

The Impact ◽

Better Than

A learning can run well supported by an appropriate learning model. In this study the Search Solve Create Share (SSCS) and Think Pair Share (TPS) learning models are used. This research is a quantitative study using t test. The purpose of this study is to study whether there are differences between the SSCS learning model and the TPS learning model on students' mathematical problem solving abilities. This research is a quantitative study with a research design. Random Design Group Pretest-Posttest Group. The results of this study obtained a P-value smaller than the significance level. Hypothesis testing from this study provides conclusions about the TPS learning model better than the SSCS learning model in improving students' mathematical problem solving abilities.

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Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematis Siswa MTs Rantauprapat Melalui Pembelajaran Kooperatif Tipe STAD

JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) ◽

10.36987/jpms.v7i1.1964 ◽

2021 ◽

Vol 7 (1) ◽

pp. 41-47

Author(s):

Rosita Rosita ◽

Rika Valianti ◽

Nurhasanah Nasution ◽

Sri Hariani Manurung

Keyword(s):

Data Analysis ◽

Problem Solving ◽

Cooperative Learning ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

Average Increase ◽

Problem Solving Skills ◽

Direct Learning ◽

Quasi Experiment

Penelitian ini bertujuan mengetahui peningkatan kemampuan pemecahan masalah siswa yang memperoleh pembelajaran kooperatif tipe STAD lebih tinggi daripada kemampuan pemecahan masalah matematika siswa yang memperoleh pembelajaran secara langsung. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Populasi dalam penelitian ini adalah seluruh siswa MTs Negeri di kabupaten Labuhanbatu yang berakreditasi A dan B. Sampel penelitian ini adalah MTs Negeri 1 Labuhanbatu dan MTs Negeri 2 berjumlah117 siswa. Validitas instrument angket dilakukan dengan analisis butir menggunakan rumus korelasi Product Moment dan uji reliabilitas menggunakan rumus Alpha Cronbach. Teknik analisis data menggunakan uji normalitas dengan uji Chi Kuadrat dan untuk menghitung peningkatan kemampuan pemecahan masalah matematika setelah pembelajaran dengan pembelajaran kooperatif tipe STAD dan pembelajaran langsung, maka digunakan uji gain ternormalisasi (g). Siswa yang mendapat model pembelajaran kooperatif tipe STAD memperoleh rata-rata peningkatan kemampuan pemecahan masalah matematis sebesar 0,63 dan siswa yang mendapat model pembelajaran langsung dengan rata-rata peningkatan kemampuan pemecahan masalah matematis sebesar 0,36. Berdasarkan hasil analisis data penelitian diperoleh hasil bahwa ada peningkatan kemampuan pemecahan masalah siswa yang mengikuti pembelajaran koopertiftipe STAD lebih tinggi dari pada siswa yang mengikuti pembelajaran langsung.This study aims to determine the increase in the problem-solving ability of students who get cooperative learning type STAD is higher than the mathematical problem solving abilities of students who receive direct learning.This research is a quasi experiment research. The population in this study were all State MTs students in Labuhanbatu district who were accredited A andB. The sample of this research is MTs Negeri 1 Labuhanbatu and MTs Negeri 2 totaling 117 students.The validity of the questionnaire instrument was carried out by analyzing items using the Product Moment correlation formula and reliability testing using the Cronbach Alpha formula. The data analysis technique used the normality test with the Chi Squared test and to calculate the increase in mathematical problem solving skills after learning with STAD cooperative learning and direct learning, the normalized gain test (g) was used. Students who received the STAD cooperative learning model obtained an average increase in mathematical problem solving abilities of 0.63 and students who received a direct learning model with an average increase in mathematical problem solving abilities of 0.36. Based on the results of the research data analysis, it was found that there was an increase in the problem solving ability of students who took STAD type coopertive learning higher than students who took direct learning.

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Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

Desimal Jurnal Matematika ◽

10.24042/djm.v3i1.5335 ◽

2020 ◽

Vol 3 (1) ◽

pp. 17-26

Author(s):

Munifah Munifah ◽

Windi Septiyani ◽

Indah Tri Rahayu ◽

Rahmi Ramadhani ◽

Hasan Said Tortop

Keyword(s):

Problem Solving ◽

Design Method ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

Learning Models ◽

Problem Solving Skills ◽

Sample Test ◽

Problem Solving Process ◽

The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

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Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Model Pembelajaran Superitem Berbantuan Scaffholding

Desimal Jurnal Matematika ◽

10.24042/djm.v1i3.3107 ◽

2018 ◽

Vol 1 (3) ◽

pp. 363-371

Author(s):

Ahmad Kausar Raya ◽

Sofyan M Soleh ◽

Heny Wulandari

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Sampling Technique ◽

Learning Model ◽

Mathematical Problem Solving ◽

Learning Models ◽

Scaled Model ◽

Class 1 ◽

And Control ◽

Better Than

This study aims to determine the effect of the use of the super-scaled model of scaffolding on students' mathematical problem solving abilities. The sampling technique used was cluster random sampling with 3 classes namely experimental class 1 (the class was treated with scaffolding assisted superememe learning model), experimental class 2 (superitem learning only) and control class (the conventional treatment class). Hypothesis testing used is anava 1 cell path is not the same. The results of the study found that there were differences in students' mathematical problem solving abilities by using learning models of scaffolding assisted supermarkets. Furthermore, the mathematical problem solving ability of students with the super-intensive learning model assisted by scaffholding is the same as the mathematical problem-solving ability of students using superemit learning models. The mathematical problem solving ability of students with superficial learning models assisted by scaffholding is better than the students' mathematical problem-solving abilities using conventional learning models. Furthermore, the mathematical problem solving ability of students with superemit learning models is the same as the mathematical problem solving ability of students using conventional learning models.

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Perbedaan Kemampuan Pemecahan Masalah dari Penerapan Problem Solving dan Problem Posing pada Siswa SMA

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v10i3.948 ◽

2021 ◽

Vol 10 (3) ◽

pp. 471-482

Author(s):

Meta Yulia Sari ◽

Erlina Prihatnani

Keyword(s):

Problem Solving ◽

Mathematics Learning ◽

Mathematical Problem ◽

Learning Model ◽

Problem Posing ◽

Mathematical Problem Solving ◽

Control Group ◽

Learning Models ◽

Ability Tests ◽

Quasi Experimental

AbstrakPentingnya kemampuan pemecahan masalah dalam pembelajaran matematika belum diikuti dengan pencapaian yang baik. Penelitian ini bertujuan menerapkan model pembelajaran Problem Solving dan Problem Posing serta menguji ada tidaknya perbedaan kemampuan pemecahan masalah dari kedua model tersebut. Penelitian dilaksanakan pada kelas X salah satu SMA Negeri di Salatiga dengan materi trigonometri. Sampel sebanyak 53 siswa, terbagi dalam dua kelompok eksperimen. Penelitian ekperimen semu ini menggunakan desain randomaized control group pretest-postest design, dengan instrumen berbentuk tes kemampuan pemecahan masalah dan lembar observasi. Analisis data menggunakan kovariansi pada taraf signifikan 𝛼 = 5% dengan kemampuan awal sebagai variabel kovarian. Hasil uji hipotesis menyimpulkan bahwa dengan mengontrol kemampuan awal siswa didapat bahwa siswa yang melaksanakan model pembelajaran Problem Posing secara signifikan memiliki kemampuan pemecahan masalah matematika yang lebih baik dibandingkan siswa yang melaksanakan model pembelajaran Problem Solving. Hasil ini menunjukkan pembelajaran hendaknya tidak hanya melatih siswa menyelesaikan masalah tetapi juga mengkonstruksi permasalahan. Differences in problem-solving abilities from the application of problem-solving and problem-posing in high school studentsAbstractThe importance of problem-solving abilities in mathematics learning has not been automatically followed by good achievement. This study aims to apply Problem Solving and Problem Posing learning models and to test whether there are differences in the problem-solving abilities of the two learning models. This research was conducted in class X mathematics learning at one of the public high schools in Salatiga on Trigonometry material. This quasi-experimental study used a randomized control group pretest-posttest design, with instruments in the form of problem-solving ability tests and observation sheets. The data analysis used was the covariance test at the significant level α = 5% with the initial ability as a covariate variable. The results of hypothesis testing with covariance analysis concluded that by controlling students' initial abilities it was found that there were significant differences in mathematical problem-solving abilities between the application of the two models. Students who carry out the Problem Posing learning model significantly have better mathematical problem-solving abilities than students who carry out the Problem-Solving learning model. These results indicate that learning should not only train students to solve problems but also construct problems.

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Eksperimentasi Pendekatan Kontekstual Berbantuan Hands On Activity (HoA) Terhadap Kemampuan Pemecahan Masalah Matematik

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v8i1.1148 ◽

2017 ◽

Vol 8 (1) ◽

pp. 73 ◽

Cited By ~ 3

Author(s):

Fredi Ganda Putra

Keyword(s):

Problem Solving ◽

Hypothesis Test ◽

Mathematical Problem ◽

Data Retrieval ◽

Learning Model ◽

Contextual Learning ◽

Mathematical Problem Solving ◽

Test Instrument ◽

Hands On ◽

Class Viii

This research is comparative causal research with factorial design 3 × 1. The population of this research is all students of class VIII SMP Negeri 1 Simpang Semarang. Sampling was done by cluster random sampling. The sample of this research is students of class VIII B and VIII D. The instrument used to collect data is a test of mathematical problem solving ability of learners. Prior to use for data retrieval, the test instrument of mathematical problem solving ability was first tested. Assessment of validity of test instrument contents by 3 validators. Hypothesis test using one way Anova test with unequal cell. The conclusion of this research is that learners who get the application of contextual learning model with Hands on Activity has better problem solving ability than students who are given contextual learning model and conventional learning model, while the application of contextual learning model has better mathematical problem solving ability than the participants Students provided a contextual learning model and conventional learning model.

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Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Model Pembelajaran Reciprocal Teaching Dengan Fieldtrip

Desimal Jurnal Matematika ◽

10.24042/djm.v1i3.3108 ◽

2018 ◽

Vol 1 (3) ◽

pp. 373-380

Author(s):

Jamroni Wibi Darmani ◽

Achi Renaldi

Keyword(s):

Problem Solving ◽

Hypothesis Test ◽

Mathematical Problem ◽

Sampling Technique ◽

Learning Model ◽

Reciprocal Teaching ◽

Mathematical Problem Solving ◽

Learning Models ◽

Conventional Models ◽

Teaching Learning

Students' mathematical problem solving ability is very important. But the results of the observation and supported by several studies of students' mathematical problem solving abilities are still very low. It is suspected that reciprocal teaching learning model with the help of tripships can improve students' mathematical problem solving abilities. This study aims to determine the effect of using reciprocal teaching models with fieldtrips on students' mathematical problem solving abilities. The sampling technique used was cluster random sampling with 2 classes, namely experimental class (the class was treated with reciprocal teaching learning model with fieldtrip), and the control class (the class was treated by conventional models). The hypothesis test used is the t-test. The results of the study found that there were differences in students 'mathematical problem solving abilities using reciprocal eaching learning models with fieldtrips on students' mathematical problem solving abilities. Furthermore, the mathematical problem solving ability of students with reciprocal teaching learning model is better than the students' mathematical problem solving abilities using conventional learning models. The conclusion of this study is that there is influence in improving students' mathematical problem solving ability by using reciprocal teaching learning model with fieldtrip to.

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Efektivitas Model Pembelajaran Problem-Based Learning dan Think Pair Share Berbantuan Geogebra Terhadap Kemampuan Pemecahan Masalah Matematis

Journal of Medives Journal of Mathematics Education IKIP Veteran Semarang ◽

10.31331/medivesveteran.v4i1.930 ◽

2020 ◽

Vol 4 (1) ◽

pp. 1

Author(s):

Sutrisno Sutrisno ◽

Nita Zuliyawati ◽

Rina Dwi Setyawati

Keyword(s):

Problem Solving ◽

Cooperative Learning ◽

Mathematical Problem ◽

Problem Based Learning ◽

Learning Model ◽

Mathematical Problem Solving ◽

Observation Data ◽

Learning Models ◽

Collection Methods ◽

Better Than

Penelitian ini dilatar belakangi dengan pentingnya kemampuan pemecahan masalah matematis siswa. Tujuan penelitian ini untuk mengetahui efektivitas model Problem Based Learning dan model Cooperative Learning tipe Think Pair Share berbantuan geogebra. Jenis penelitian yang digunakan adalah penelitian eksperimen. Metode pengumpulan data terdiri dari dokumentasi, tes, dan observasi. Analisis data dalam penelitian ini digunakan analisis variansi, regresi, dan uji proporsi. Hasil penelitian ini menunjukkan bahwa siswa yang mendapat model PBL berbantuan geogebra memiliki kemampuan pemecahan masalah matematis sama dengan siswa yang mendapat model TPS berbantuan geogebra, dan kedua model pembelajaran tersebut menghasilkan kemampuan pemecahan masalah matematis siswa lebih baik daripada model pembelajaran konvensional. Hasil penelitian juga menunjukkan bahwa pada model PBL dan TPS berbantuan geogebra, terdapat pengaruh keaktifan belajar siswa dengan kemampuan pemecahan masalah matematisnya. Model PBL dan TPS berbantuan geogebra juga menghasilkan kemampuan pemecahan masalah yang memenuhi ketuntasan klasikal. Kata kunci: Problem Based Learning, Think Pair Share, kemampuan pemecahan masalah matematis. ABSTRACT This research is motivated by the importance of students' mathematical problem solving abilities. The purpose of this study was to determine the effectiveness of the Problem Based Learning model and the Cooperative Learning model Think Pair Share type assisted by geogebra. The type of research used is experimental research. Data collection methods consist of documentation, testing, and observation. Data analysis in this study used analysis of variance, regression, and proportion test. The results of this study indicate that students who get geogebra-assisted PBL models have the same mathematical problem solving abilities as students who get geogebra-assisted TPS models, and both of these learning models produce students' mathematical problem-solving abilities better than conventional learning models. The results also showed that in the PBL and TPS models assisted by geogebra, there was an influence on students' learning activeness with their mathematical problem solving abilities. The geogebra-assisted PBL and TPS models also produce problem-solving abilities that meet classical completeness. Keywords: Problem Based Learning, Think Pair Share, mathematical problem solving abilities.

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