scholarly journals Efektivitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis

2019 ◽  
Vol 6 (1) ◽  
pp. 118-129
Author(s):  
Yuli Kurniyawati ◽  
Ali Mahmudi ◽  
Endang Wahyuningrum
Keyword(s):  
Problem Solving ◽  
Significant Relationship ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Academic Year

Penelitian ini bertujuan untuk mendeskripsikan efektifitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Penelitian ini merupakan penelitian Quasi Experimental dengan populasi siswa kelas VIII SMP Negeri 1 Ngadirejo Temanggung tahun pelajaran 2017/2018. Pengambilan sampel dilakukan secara acak dengan mengambil 3 kelas dari 7 kelas yang ada, dan terpilih kelas VIII A sebagai kelas ujicoba, kelas VIIIB sebagai kelas eksperimen, dan kelas VIIIC sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes keterampilan pemecahan masalah matematis dan skala kemandirian belajar matematis. Hasil penelitian menunjukkan bahwa problem-based learning efektif ditinjau dari keterampilan pemecahan dan kemandirian belajar matematis. Terdapat perbedaan efektivitas antara problem-based learning dan pembelajaran konvensional ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Terdapat hubungan signifikan antara keterampilan pemecahan masalah dan kemandirian belajar matematis.The effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulatedAbstractThis study aims to determine the effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulated. This study is quasi-experimental with a population of students of grade VIII SMP Negeri 1 Ngadirejo Temanggung academic year 2017/2018. The sampling was done randomly by taking 3 of 7 classes, and the elected class was VIII A, VIIIB, and VIIIC. Then, the three classes were randomized to determine the tryout class, control, and experimental class. Class VIIIB was selected as an experimental class, VIIIC as a control class and VIIIA as a tryout class. The instrument used was the test of mathematical problem-solving skills, the scale of self-regulated learning and observation sheet of learning implementation. The results of this study showed that problem-based learning is effective in terms of mathematical problem-solving skills and self-regulated learning. There is a difference in effectiveness between problem-based learning and conventional learning in terms of mathematical problem-solving skills and self-regulated learning. There is a significant relationship between mathematical problem-solving skills and self-regulated learning.

scholarly journals The Effectiveness of Mobile Blended Problem Based Learning on Mathematical Problem Solving

2021 ◽  
Vol 15 (01) ◽  
pp. 119
Author(s):  
Ahmad Kholiqul Amin ◽  
I Nyoman Degeng Sudana ◽  
Punaji Setyosari ◽  
Ery Tri Djatmika
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Research Findings ◽  
Vocational High Schools ◽  
Qualitative Responses ◽  
Cluster Random Sampling

<p>This study aimed to examine the effectiveness of mobile blended compared to conventional problem-based learning on mathematical problem-solving skills and look for students' responses about the use of online learning. The study was conducted using a pretest-posttest quasi-experimental research design supported with descriptive qualitative responses involving 188 students taken by applying cluster random sampling as subjects of research distributed from vocational high schools in <em>Bojonegoro</em> City, East Java, Indonesia. Research findings revealed that mathematical problem-solving skills for students treated with mobile blended problem-based learning were higher than those who have been treated with purely problem-based learning. In addition, students have responded positively to the usage of mobile blended problem-based learning that was applicable and acceptable for effectively improving mathematical problem-solving skills.</p>

scholarly journals Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Self Regulated Learning Siswa

2021 ◽  
Vol 6 (1) ◽  
pp. 68-82
Author(s):  
Musliha Musliha ◽  
Rena Revita
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Cluster Sampling ◽  
Ability Test ◽  
Self Regulated Learning ◽  
Regulated Learning

This research aimed to know the effect of implementing the Problem Based Learning model toward students’ mathematical problem-solving ability derived from their self-regulated learning at MTs Rokan Hulu. This research using a factorial experiment design. By random cluster sampling, 8th-grade students of A-class as the experimental and C-class students as the control group. Data were collected from the mathematical problem-solving ability test and self-regulated learning questionnaire. The result of this study is: 1) there was a difference in mathematical problem-solving ability between students taught by Problem Based Learning model and those who educated by direct learning, 2) there was a difference in mathematical problem-solving ability among students having high, medium and low self-regulated learning, and 3) there was no interaction between Problem Based Learning model and student mathematical problem-solving ability.

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SIKAP SISWA TERHADAP MODEL PEMBELAJARAN KOOPERATIF TIPE AIR DAN PROBING-PROMPTING

2018 ◽  
Vol 5 (3) ◽  
pp. 305-314 ◽  
Author(s):  
Gina Nur Azizah ◽  
Rostina Sundayana
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Sheet Material ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Medium Increase ◽  
Students Attitudes ◽  
Academic Year

AbstrakMatematika masih dianggap sulit bagi kebanyakan siswa. Hal itu menyebabkan kemampuan pemecahan masalah matematis siswa masih rendah. Salah satu penyebabnya adalah penerapan model pembelajaran yang kurang tepat. Tujuan penelitian ini untuk mengkaji perbedaan pencapaian dan kualitas peningkatan kemampuan pemecahan masalah matematis serta sikap siswa antara siswa yang mendapatkan model pembelajaran kooperatif tipe Auditory Intellectually Repetition (AIR) dengan tipe Probing-Prompting. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Instrumen yang digunakan berbentuk soal uraian, angket, dan lembar observasi. Materi yang digunakan adalah Persamaan Linear Dua Variabel (PLDV). Populasi penelitian ini yaitu seluruh siswa kelas VIII di SMPN 2 Garut tahun ajaran 2015/2016 dengan sampel kelas yang dipilih yaitu kelas VIII-D dan kelas VIII-E dengan jumlah masing-masing 36 siswa. Dari hasil penelitian, diperoleh kemampuan awal dan kemampuan akhir siswa menghasilkan pencapaian kemampuan pemecahan masalah matematis yang sama, namun peningkatan kemampuan pemecahan masalah matematis pada kelas AIR mendapatkan peningkatan yang sedang, sedangkan pada kelas Probing-Prompting mendapatkan peningkatan yang tinggi. Adapun sikap siswa terhadap kedua model pembelajaran menghasilkan respon yang sama yaitu tergolong baik.AbstractMathematics is still considered difficult for many students. This leads to students' mathematical problem solving skill remains low. One of reasons is the implementation of inappropriate learning model. Therefore, this study aims to analyze the differences of students' achievement and quality in mathematical problem solving skill enhancement as well as students' attitudes between those who received Auditory Intellectually Repetition (AIR) cooperative learning and those who received Probing-Prompting type. The research method used in this study was quasi-experimental method. Meanwhile, the research instruments used in this study were test, questionnaire, and observation sheet. Material used was the linear equation of two variables (PLDV). The population in this study was all VIII-grade students in Garut Junior High School academic year 2015/2016 with two classes selected as sample. The classes used as sample were VIII-D class and VIII-E class with 36 students respectively for each class. Based on the results of this study, it was found that the students' prior and final mathematical problem skills produced similar achievement. However, the increase of students' mathematical problem solving skills in AIR class achieved medium increase. Meanwhile, in Probing-Prompting class the increase was high. Then, students' attitudes towards both learning models produced similar responses. The responses could be categorized as good.

scholarly journals Efektivitas Pembelajaran Matematika Realistik Terhadap Kemampuan Pemecahan Masalah Matematik Siswa Kelas VII SMP

2018 ◽  
pp. 1-9
Author(s):  
Ananda Ria Pertiwi Sinaga
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Learning Approaches ◽  
Learning Attitudes ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Academic Year

This study aims to (1) find out whether the mathematical problem-solving abilities of students who are taught by realistic mathematics learning were higher than those students who were taught using conventional learning; (2) knowing students' learning attitudes towards realistic mathematics learning approaches. This research is a quasi-experimental study with a quantitative approach. This research was conducted in class VII of the Junior High School 28 Medan 2017/2018 Academic Year where the population of this study was all class VII. Samples from this study were class VII-G as the experimental class and class VII-F as the control class. Based on the results of the analysis of calculations, the following data are obtained: (1) the results of analysis of realistic mathematical learning on students' mathematical problem-solving abilities using the t-test found that ttable = 1.68 and tcount = 3.6821 so tcount> ttable then concluded that H0 is rejected and Ha be accepted. The mathematical problem-solving abilities of students who are taught by realistic mathematics learning was higher than conventional learning. (2) student responses were very positive towards realistic mathematics learning with an average of ≥ 86.03.

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