THE EFFECTIVENESS OF LEARNING MODELS REALISTIC MATHEMATICS EDUCATION AND PROBLEM BASED LEARNING TOWARD MATHEMATICAL REASONING SKILLS AT STUDENTS OF JUNIOR HIGH SCHOOL

2018 ◽  
Vol 3 (1) ◽  
pp. 33-39
Author(s):  
Gemi Susanti ◽  
Ahmad Rustam
Keyword(s):  
Mathematics Education ◽  
Mathematical Reasoning ◽  
Problem Based Learning ◽  
Learning Model ◽  
T Test ◽  
Realistic Mathematics Education ◽  
Learning Models ◽  
Realistic Mathematics ◽  
Reasoning Skills ◽  
Direct Learning

This research aims to analyze the difference effectiveness of learning model Realistic Mathematics Education (RME) and model learning problem based learning (PBL) to students' mathematical reasoning skills. The design of this research is quasi experiment with pretest-posttest control group design. The population of this study is the students of grade VIII SMPN 1 Watubangga 2015/2016 year that studying about building a flat side space. The data of mathematical reasoning skills is obtained by using the instrument in the form of mathematical reasoning test. Data analysis technique used is descriptive statistical analysis, F test with t test (paired-samples t test and independent-samples t test), at α = 0,05 . Based on the result of analysis of research data obtained that: 1). Student's mathematical reasoning skills before being taught with RME, PBL, and Direct learning models are in the less category after being given learning with the learning model RME, PBL and Direct students' mathematical reasoning skills are in sufficient category. Increased students' mathematical reasoning skills are in the medium category; 2). There is an improvement in students' mathematical reasoning skills after being taught with RME, PBL and Direct learning models; 3). The mathematical reasoning skills of students taught using the RME learning model were not significantly different from those taught by the PBL learning model; 4). There is a difference in the effectiveness of the learning model on improving students' mathematical reasoning skills, which is taught using a learning model RME more effective than students taught by direct learning model; 5). The students' mathematical reasoning skills are taught using the PBL learning model more effective than students taught by direct learning model; 6). Student activity during learning process using RME learning model and PBL learning models, indicating that students are very active.

scholarly journals MODEL PROBLEM BASED LEARNING DAN PRESPEKTIF GENDER TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 65-78
Author(s):  
Bedilius Gunur ◽  
Apolonia Hendrice Ramda
Keyword(s):  
Random Sampling ◽  
Model Problem ◽  
Mathematical Reasoning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Test Technique ◽  
Reasoning Abilities ◽  
Direct Learning

This research aims to; 1) comparing the Problem Based Learning model with the direct learning model from the perspective of students' mathematical reasoning abilities. 2). Look at the interaction of effects between learning models and gender on students' mathematical reasoning abilities. The design of this study used a 2 x 2 factorial design. Sampling was carried out using a simple random sampling technique by first conducting a class equality test. Data was collected using a test technique in the form of a question matter. Data were analyzed using two-way ANOVA. The analysis shows that; 1). The problem-based learning model of learning is better than the direct learning model in terms of students 'mathematical punishment abilities, 2. There was no interaction between the learning models used with the gender on the students' mathematical punishment abilities of students. Both male and female students requested compilation to be taught by applying the problem-based learning model to the direct learning model. Abstrak Penelitian ini bertujuan untuk; 1) membandingkan model Problem Based Learning dengan model pembelajaran langsung dalam perspektif kemampuan penalaran matematis siswa. 2). Melihat interaksi efek antara model pembelajaran dan gender terhadap kemampuan penalaran matematis siswa. Rancangan penelitian ini menggunakan desain factorial 2 x 2. Pengambilan sampel dilakukan dengan menggunakan teknik simpel random sampling dengan terlebih dahulu melakukan uji kesetaraan kelas. Data dikumpulkan dengan menggunakan teknik tes dengan bentuk soal uraian. Data dianalisis menggunakan ANAVA dua jalur. Hasil analisis menunjukan bahwa; 1). Model pembelajaran problem based learning lebih baik dibandingkan model pembelajaran lansung dalam hal kemampuan penalaran matematis siswa, 2. Tidak terdapat efek interaksi antara model pembelajaran yang digunakan dengan gender terhadap kemampuan penalaran matematis siswa. Baik siswa laki-laki maupun siswa perempuan sama baiknya ketika dibelajarkan dengan menerapkan model pembelajaran problem based learning dari pada model pembelajaran lansung. Kata Kunci:  Problem Based Learning; Gender; Penalaran Matematis

scholarly journals COMPARISON OF ALGEBRA LEARNING OUTCOMES USING REALISTIC MATHEMATICS EDUCATION (RME), TEAM ASSISTED INDIVIDUALIZATION (TAI) AND CONVENTIONAL LEARNING MODELS IN JUNIOR HIGH SCHOOL 1 MASOHI

2020 ◽  
Vol 9 (2) ◽  
pp. 173
Author(s):  
Anderson Leonardo Palinussa
Keyword(s):  
Mathematics Education ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Learning Models ◽  
Realistic Mathematics ◽  
Algebra Learning

The study aims to examine the application of the Realistic Mathematics Education (RME), the Cooperative Learning Model Team Assited Individualization (TAI) type and conventional learning models on algebra. The population in thIS study were all eighth grade SMPN 1 Masohi. The type of this study is an experimental research design with quasi experimental research. Instruments in this study using the test results, analyzed using ANOVA test and further tests using Tukey's HSD test. From the analysis of these study obtained data: (1) Based on the normality test results obtained sig. X1 (RME Learning Model) of 0.976, X2 (Cooperative Learning Model TAI Type) of 0.889 and X3 (Conventional Learning Model) of 0.906. (2) Based on the one-way ANOVA calculation with the SPSS 20.0 program, obtained a significance value of 0.003. (3) There are significant differences in algebra learning outcomes between classes using the RME learning model, the cooperative learning model TAI type and conventional learning model, and (4) The algebra learning outcomes of students used the RME learning model are higher than the students that are used cooperative learning models TAI type and the students that used conventional learning model.

scholarly journals PERBANDINGAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ANTARA YANG MENDAPATKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION DAN OPEN-ENDED

2018 ◽  
Vol 6 (2) ◽  
pp. 207-216 ◽  
Author(s):  
Ulfah Syifa Alamiah ◽  
Ekasatya Aldila Afriansyah
Keyword(s):  
Mathematics Education ◽  
Problem Based Learning ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Mathematical Communication ◽  
Realistic Mathematics ◽  
Class 1 ◽  
Communication Ability ◽  
Mathematic Education ◽  
Realistic Mathematic

AbstrakPenelitian ini dilatar belakangi oleh rendahnya kemampuan komunikasi matematis siswa yang berdampak pada rendahnya kemampuan dalam menyelesaikan soal matematika yang menuntut kemampuan komunikasi matematis siswa. Penelitian ini bertujuan untuk mengetahui perbandingan kemampuan komunikasi matematis siswa antara yang mendapatkan model Pembelajaran Problem Based Learning dengan pendekatan Realistic Mathematics Education dan open-ended. Adapun metode penelitian yang digunakan dalam penelitian ini adalah metode quasi eksperimen yang terdiri dari dua kelas, yaitu kelas eksperimen 1 yang mendapat model pembelajaran PBL dengan pendekatan RME dan kelas eksperimen 2 yang mendapat model pembelajaran PBL dengan pendekatan Open-Ended. Penelitian dilaksanakan di SMP Negeri 1 Cikajang dengan sampel penelitiannya adalah kelas VII A sebagai kelas eksperimen 1 dan VII B sebagai kelas eksperimen 2. Materi yang dijadikan bahan penelitian yaitu tentang sistem persamaan dan pertidaksamaan linear satu variabel (SPLSV). Instrumen penelitian ini berupa tes dengan bentuk uraian yang diberikan pada saat pretest dan posttest serta diberikan tes skala sikap siswa. Dari hasil penelitian dapat disimpulkan kemampuan komunikasi matematis antara siswa yang mendapatkan model pembelajaran Problem Based Learning menggunakan pendekatan Realistic Mathematic Education lebih baik dari pada pendekatan Open-Ended.Kata Kunci: Kemampuan Komunikasi Matematis Siswa, Model Pembelajaran Problem Based Learning, Pendekatan Realistic Mathematics Education, Pendekatan Open-Ended.AbstractThis research is based on the low ability of students & apos mathematical communication whichhas an impact on the low ability to solve the mathematical problems that demand the students' mathematical communication ability. This study aims to determine the comparison of students' mathematical communication skills between Learning Problem Based Learning Model  with Realistic Mathematics Education and open-ended approach. The benefit of this research in general is to provide an overview of PBL learning model with RME and open-ended approach to students & apos mathematical communication ability. The research method used in this research is a quasi experimental method consisting of two classes, namely experimental class 1 which received PBL learning model with RME approach and experiment class 2 which got PBL learning model with Open-Ended approach. The research was conducted in SMP Negeri 1 Cikajang with the research sample is class VII A as experimental class 1 and VII B as experiment class 2. The material used as research material is about system of equation and linear inequality one variable (SPLSV). The instrument of this research is a test with the form of description given at the time of pretest and posttest and given the students attitude scale test. From the results obtained pretest Ho accepted so it can be concluded that there is no significant difference in students' mathematical communication between experimental class 1 and experiment class 2. From the result posttest obtained Ha accepted, so it can be concluded mathematical communication skills between students who get the model of learning Problem Based Learning Using the Realistic Mathematic Education approach is better than the Open-Ended approach. While the scale of student attitudes processed with Likert scale and it can be concluded that students interpret both the PBL learning model with the approach of RME and open-ended.Keyword: Student Mathematical Communication Skill, Problem Based Learning Model, Realistic Mathematics Education Approach, Open-Ended Approach.

scholarly journals Application of Problem-Based Learning to Enhance Student Learning Outcomes in Basic Competencies of Maintaining Brake Systems

2021 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Cristian Emanuel Reinsini ◽  
I Wayan Susila ◽  
Mochammad Cholik ◽  
Tri Rijanto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Cognitive Domain ◽  
Learning Models ◽  
Analytical Skills ◽  
Basic Competencies ◽  
Direct Learning

The purpose of this study was to determine the effect of the application of problem-based learning to improve student learning outcomes in the subject of Basic Competencies for Maintaining Brake Systems at SMK Negeri 2 Kupang. This study used a 2x2 factorial research design with experimental methods with a quantitative approach, consisting of two classes: the experimental and control classes. The control class is taught using a direct learning model, and the experimental class is taught using a problem-based learning model. The research sample was 70 students, 36 students from TKR 2 class (experiment class), and 34 students from class XI TKR 3 (control class). The instrument used consisted of a questionnaire of analytical skills, a test of learning outcomes in the cognitive domain, affective domain, and psychomotor domain. This study's results indicate that (1) student learning outcomes using problem-based learning models are significantly higher than learning outcomes for students who use the direct learning model; (2)  the learning outcomes of students who have high analytical skills are significantly higher than the learning outcomes of students who have low analytical skills; and (3) there is an interaction between the use of problem-based learning models and direct learning models on learning outcomes in the basic competency subject of the brake system at SMKN 2 Kupang.

scholarly journals The Effect of Problem Based Learning Models and Levels of Creativity Toward Student Outcomes in Vocational High School

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Dasining Dasining ◽  
Supari Muslim ◽  
Sri Handajani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Higher Learning ◽  
Learning Models ◽  
Low Levels ◽  
Direct Learning ◽  
High Level

This study aims to determine the level of creativity of students who are taught using problem based learning models and students who are taught using direct learning models. To find out the learning outcomes of students who have a high level of creativity and creativity level of creativity is low. The method used in this study is Quasi Experimental. The design used is a 2x2 factorial design, because this design can be used to see student learning outcomes before administering treatments and after giving treatments. The results of the study found: (1) the level of creativity of students who study using a learning model based on higher learning outcomes compared to students who learn with the direct learning model; (2) student learning outcomes with a high level of creativity, significantly higher than students who have low levels of creativity; and (3) there is an interaction between the use of learning models and the level of creativity on student learning outcomes. This study concludes that: (1) problem based learning models can improve student creativity; (2) students who have a high level of creativity, higher learning outcomes than students who have low levels of creativity; and (3) there is an interaction between the use of learning models and the level of creativity on student learning outcomes.

scholarly journals PERBEDAAN HASIL BELAJAR PERBEDAAN HASIL BELAJAR SISWA YANG DIAJAR MENGUNAKAN MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN PROBLEM BASED LEARNING PADA MATERI POKOK PENCEMARAN LINGKUNGAN KELAS X IPA SMA NEGERI 1 SUNGGAL

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Trioki Ningsih ◽  
Puji Prastowo
Keyword(s):  
Environmental Pollution ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Problem Based Learning ◽  
Learning Model ◽  
T Test ◽  
Discovery Learning ◽  
Learning Models ◽  
Model Learning ◽  
Academic Year

This research aimed to determine the differences between student’s learning outcomes that were taught by used discovery learning and problem based learning models on topic of environmental pollution in grade x SMA Negeri 1 Sunggal in academic year 2014/2015, The population of all of the students at grade X, that consisted of 4 classes and total of the students were 156 students. The samples were taken at random sampling of two classes, with details class X2 used discovery learning model and X1 used problem based learning model and each class numbered 39 students, so the number of samples in this study were 78 students. Type of research was experimental. The results showed that the learning outcomes of students who were taught by using discovery learning model was 82,05 ± 8,25, while the learning outcomes of students who were taught by using the problem based learning model was 76,41 ± 8,15. The result from the t-test at α = 0,05 with th 3,044; tt  1,995; and dk 76 refer that there was significant different from student’s learning outcomes who were taught using discovery learning model with problem based learning model on topic of environmental pollution in grade X SMA Negeri 1 Sunggal in academic year 2014/2015.Keywords : discovery learning, learning model, learning outcomes, problem based learning

scholarly journals Pengaruh Penerapan Model PBL Terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMP PGRI (Disamakan) Sungguminasa

2020 ◽  
Vol 2 (1) ◽  
pp. 56
Author(s):  
Sitti Rahmah Tahir
Keyword(s):  
Problem Solving ◽  
Experimental Design ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Learning Models ◽  
Inferential Statistics ◽  
Quasi Experimental

One ability that students must master is problem solving. Increasing students’ problem-solving ability will improve their mindset. The alternative used to increase students’ problem-solving ability is applying Problem Based Learning model. This study aims to understand the presence or absence of the application of the model of the application of Problem Based Learning to the problem solving of students of class VII PGRI (Equated) Sungguminasa. This type of research is a quasi-experimental design of the Control Posttest Group. The population in this study in all VII class SMP PGRI (Disamakan) Sungguminasa and selected class VII A as an experimental class with consultations with the Problem Based Learning model and class VII C as a control class with training in direct learning models involving the community. The technique of collecting data in this study is the test then analyzed with descriptive and inferential statistics using the t test (Independent Sample t-test). Based on the results of the study concluded that the Problem Based Learning model determines the problem-solving abilities of students of class VII SMP PGRI (Disamakan) Sungguminasa.AbstrakSalah satu kemampuan yang harus dikuasai oleh siswa adalah pemecahan masalah. Meningkatkan kemampuan siswa dalam memecahkan masalah akan berpengaruh pada peningkatan mindset siswa. Salah satu cara yang digunakan untuk meningkatkan kemapuan pemecahan masalah siswa adalah dengan mengaplikasikan model Problem Based Learning. Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh penerapan model Problem Based Learning terhadap kemampuan pemecahan masalah matematika siswa kelas VII SMP PGRI (Disamakan) Sungguminasa. Jenis penelitian ini adalah quasi eksperimen dengan desain Control Group Posttest Design. Populasi dalam penelitian ini seluruh kelas VII SMP PGRI (Disamakan) Sungguminasa dan terpilih kelas VII A sebagai kelas eksperimen dengan perlakuan model Problem Based Learning dan kelas VII C sebagai kelas kontrol dengan perlakuan model pembelajaran langsung yang mewakili populasi. Teknik pengumpulan data dalam penelitian ini yaitu tes kemudian dianalisis dengan statistik deskriptif dan inferensial menggunakan uji t (Independent Sample t-test). Berdasarkan hasil penelitian disimpulkan bahwa model Problem Based Learning berpengaruh terhadap kemampuan pemecahan masalah matematika siswa kelas VII SMP PGRI (Disamakan) Sungguminasa.

scholarly journals Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

2021 ◽  
Vol 10 (2) ◽  
pp. 522
Author(s):  
Anderson Leonardo Palinussa ◽  
Juliana Selvina Molle ◽  
Magy Gaspersz
Keyword(s):  
Mathematics Education ◽  
Communication Skills ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Geographical Position ◽  
Rural Context

Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.

Pembelajaran Berbasis Masalah sebagai Salah Satu Upaya Meningkatkan Kemampuan Analisis dan Penalaran Peserta Didik

2020 ◽  
Vol 3 (2) ◽  
pp. 104
Author(s):  
Efideswati Nasution
Keyword(s):  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Team Work ◽  
Learning Activity ◽  
Learning Models ◽  
Literature Study ◽  
Effective Learning ◽  
Real World Problem ◽  
Reasoning Skills

Education aims to develop the potential of students to become quality human resources. The implementation of education takes place in a learning activity. Through the learning process there will be changes, development, progress, both in terms of physical, motoric, intellectual, social emotional and attitudes and values. One of the abilities that must be developed is the analytical and reasoning skills of students, because it will be used in solving problems in everyday life. This article aims to analyze an effective learning model to improve the analytical and reasoning skills of students. This research is a literature study. Analysis of effective learning models to improve the analytical and reasoning power of students is drawn from various references and research results. It was found that one of the learning models that can improve analytical and reasoning skills is the problem-based learning model. Problem-based learning uses a variety of intelligences needed to confront the real world. Problem-based learning is an innovation in learning because in PBL the thinking ability of students is really optimized through a systematic group or team work process so that students can empower, hone, test and develop their thinking skills on an ongoing basis.

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