scholarly journals Comparison of The Effectiveness of Scientific Approach and Problem-Solving Approach in Problem-Based Learning in Class IX of SMP Negeri 3 Pangsid

2019 ◽  
Vol 4 (2) ◽  
pp. 69-75
Author(s):  
Chairuddin Chairuddin ◽  
Farman Farman
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Applied Problem ◽  
Student Responses ◽  
High Category ◽  
Significant Difference ◽  
Scientific Approach ◽  
Quasi Experimental

The research used is a quasi-experimental study that aims to determine whether there are differences in the effectiveness of the scientific approach and the problem-solving approach in problem-based learning in class IX students of SMP Negeri 3 Pangsid. The population in this study were all grade IX students of SMP Negeri 3 Pangsid, and the sample consisted of two classes, namely class IX.1 and class IX.2, as an experimental class. Based on data collection from learning outcomes, activities and responses of students show that the mathematics learning outcomes of students in the experimental class 1 are in the high category with a mean of 84.38, student activities in learning can be categorized well, while student responses tend to be positive towards this learning. So, it can be concluded that problem-based learning with the scientific approach is quite active. Student mathematics learning outcomes in experimental class 2 are in the high category with a mean of 79.58, student activity in learning is in right criteria, and student responses to this learning are positive. This shows that problem-based learning with a problem-solving approach is quite effective. Hypothesis testing at a significant level α = 0.05 with the t-test showed a significant difference in effectiveness, in terms of learning outcomes between students who applied problem-based learning with a scientific approach and students who applied problem-based learning with problem-solving approaches.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

scholarly journals Tinjauan Kemampuan Awal Matematis dalam Kemampuan Pemecahan Masalah pada Pembelajaran Berbasis Masalah melalui Menulis Matematika

2020 ◽  
Vol 4 (2) ◽  
pp. 285
Author(s):  
Riki Andriatna
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Control Group ◽  
Learning Models ◽  
Mathematical Writing ◽  
Mathematics Problem Solving ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Better Than

ABSTRAK Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika terhadap kemampuan pemecahan masalah dengan tinjauan kemampuan awal matematis siswa dengan kategori tinggi, sedang, dan rendah. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan satu kelompok eksperimen dengan perlakukan model pembelajarann berbasis masalah yang dikombinasikan dengan menulis matematika dan satu kelompok kontrol yang hanya diberikan perlakukan model pembelajaran berbasis masalah. Metode pengumpulan data terdiri dari tes kemampuan pemecahan masalah matematis. Teknik analisis data menggunakan analisis variansi dua jalan sel tidak sama. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa yang menggunakan model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika lebih baik daripada kemampuan pemecahan masalah siswa yang hanya menggunakan model pembelajaran berbasis masalah secara umum maupun berdasarkan kategori kemampuan awal matematis. Ditinjau dari kategori kemampuan awal matematis, siswa kategori tinggi dan sedang menunjukkan tidak adanya perbedaan kemampuan pemecahan masalah yang signifikan, sedangkan kemampuan pemecahan masalah siswa kategori tinggi dan sedang lebih baik jika dibandingkan dengan kemampuan pemecahan masalah siswa kategori rendah. Kata kunci: pembelajaran berbasis masalah, menulis matematika, kemampuan pemecahan masalah, kemampuan awal matematis.   ABSTRACT This study aims to look at the effect of problem-based learning models combined with mathematical writing on problem solving abilities with a review of students' mathematical early capabilities in high, medium, and low categories. This research is a quasi-experimental study using one experimental group with the treatment of problem-based learning models combined with writing mathematics and a control group that is only given the treatment of problem-based learning models. Data collection methods consist of tests of mathematical problem solving abilities. Data analysis techniques using two path analysis of variance are not the sam cell. The results showed that the problem-solving ability of students who use problem-based learning models combined with writing mathematics is better than the problem-solving abilities of students who only use problem-based learning models in general or by the category of mathematical early ability. Judging from the early mathematical ability category, high and medium category students showed no significant difference in problem solving abilities while the problem solving ability of high and medium category students was better when compared to the problem solving ability of low category students. Keywords: problem based learning, writing mathematics, problem solving ability, mathematics early ability.

scholarly journals ANALISIS HASIL BELAJAR KIMIA SISWA YANG DIBELAJARKAN MENGGUNAKAN MODEL PROBLEM BASED LEARNING BERMEDIA POWERPOINT MELALUI PENDEKATAN SAINTIFIK PADA POKOK BAHASAN REDOKS

2018 ◽  
Vol 6 (3) ◽  
pp. 110-119 ◽  
Author(s):  
RAMLAN SILABAN ◽  
ELYSARANI BR TARIGAN ◽  
IRVING JOSAFAT ALEXANDER
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Social Attitudes ◽  
Average Score ◽  
Average Value ◽  
High Category ◽  
Scientific Approach ◽  
The Difference

This study aims to find out the chemistry learning outcomes of students with the completeness of the value of Minimum Completion Criteria (KKM), knowing the students 'social attitudes in the learning process, knowing the differences in learning outcomes, the correlation between students' social attitudes toward learning outcomes, and which models are most effectively used in learning models in giving a high contribution to student learning outcomes and students' social attitudes. The study was conducted on class X students of SMA 1 Tigapanah Karo Regency. The results showed that the percentage of students' completeness scores from experiment 1 was 75%, experiment 2 and experiment 3 were 45.83%. The percentage value of experimental 1 social attitudes which belong to the high category is 54.2% and which is categorized as quite 45.8%. The value of students' social attitudes from experiment 2 which belong to the high category is 58.8% and those that are classified as sufficient categories are 41.2%. The value of the students' social attitudes from experiment 3 which belong to the high category is 66.7%, which is categorized as quite by 29.2%, and which is classified as a category of less than 4.1%. The difference in posttest values that experimental learning results 1 (73.13)> experimental class 2 (67.29)> experimental class 3 (66.88) and social attitudes of students in each class can be seen from the average score of students' social attitudes, namely (70.44)> experiment 2 (69.12)> experiment 3 (69.79). There is a correlation between social attitudes and learning outcomes in each class. Teaching with the Problem Based Learning model with powerpoint media through the most effective Scientific Approach is used in teaching to students as evidenced by the highest average learning outcomes of 73.13 and the average value of student learning outcomes is 70.44.Keywords: Problem Based Learning, Powerpoint, Scientific Approach, Redox

scholarly journals Keefektifan pendekatan saintifik model problem based learning, problem solving, dan inquiry dalam pembelajaran IPS

2018 ◽  
Vol 4 (2) ◽  
pp. 142-152
Author(s):  
Depict Pristine Adi ◽  
Muchsinatun Siasah Masruri
Keyword(s):  
Problem Solving ◽  
Hypothesis Testing ◽  
Model Problem ◽  
Problem Based Learning ◽  
Control Group ◽  
Learning Problem ◽  
Control Group Design ◽  
Group Design ◽  
Scientific Approach ◽  
Quasi Experimental

Penelitian ini bertujuan untuk mengetahui perbedaan keefektifan antara pembelajaran: (1) antara model Problem-Based Learning, Problem Solving, dan Inquiry; (2) model Problem-Based Learning dan model Problem Solving; (3) model Problem-Based Learning dan model Inquiry; dan (4) model Problem Solving dan model Inquiry. Penelitian ini menggunakan metode penelitian kuantitatif jenis eksperimen semu dengan posttest-only control group design yang sudah dimodifikasi sesuai dengan quasi-experimental research. Pengumpulan data menggunakan cara dokumentasi yaitu berupa jumlah peserta didik, nilai rapot sebagai skor awal, perangkat pembelajaran, dan tes hasil belajar. Analisis data menggunakan one way anava pada taraf signifikansi 0.05. Hasil penelitian menunjukkan bahwa, pembelajaran dengan menggunakan pendekatan saintifik model Problem-Based Learning, Problem Solving, dan Inquiry terdapat perbedaan keefektifan. Hasil analisis yang menyatakan hipotesis nihil diterima hanya terdapat dalam pengujian hipotesis yang kedua, yakni tidak terdapat perbedaan keefektifan pendekatan saintifik dengan model Problem-Based Learning dan Problem Solving; sedangkan pengujian hipotesis ketiga menunjukkan terdapat perbedaan keefektifan pendekatan saintifik model Problem-Based Learning dan Inquiry; hepotesis keempat menunjukkan terdapat perbedaan keefektifan pendekatan saintifik model Problem Solving dan Inquiry.Kata kunci: keefektifan pendekatan saintifik, PBL, PS, Inquiry THE EFFECTIVENESS OF SCIENTIFIC APPROACH OF PROBLEM BASED LEARNING, PROBLEM SOLVING, AND INQUIRY IN TEACHING AND LEARNING SOCIAL STUDIESAbstractThis research aims to reveal: (1) the differences among Problem-Based Learning, Problem solving, and Inquiry; (2) the effectiveness of Problem-Based Learning and Problem Solving model; (3) the effectiveness of Problem-Based Learning and Inquiry model; and (4) the effectiveness of Problem Solving and Inquiry model. This research was quantitative research with quasi experiment as a method. It used the post test-only control group design modified in accordance with the quasi-experimental reseacrh. The research data were obtained through documentation of the number of learners, raport book score as the initial score, learning devices, and evaluation. The data analysis technique was one way ANOVA at the significance level of 0.05. The results show that there is a significance difference in learning by using the scientific approach of Problem-Based Learning, Problem Solving, and Inquiry. The null hypothesis is accepted in the second hypothesis testting. There is no effectiveness difference in the scientific approach with the model of Problem-Based Learning and Problem Solving; in the third hypothesis testing, there is an effectiveness difference in the scientific approach with the model of Problem-Based Learning and Inquiry; and in the fourth hypothesis testing, there is an effectiveness difference in the scientific approach with the model of Problem Solving and Inquiry.Keywords: the effectiveness of scientific approach, PBL, PS, Inquiry

scholarly journals IMPLEMENTASI PROBLEM BASED-LEARNING (PBL) DAN PENDEKATAN ILMIAH MENGGUNAKAN MEDIA KARTU UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK TENTANG MENGAJAR IKATAN KIMIA

2020 ◽  
Vol 8 (2) ◽  
pp. 69-76
Author(s):  
RAMLAN SILABAN ◽  
FREDDY TUA MUSA PANGGABEAN ◽  
FELIA MUTIARA HUTAPEA ◽  
ESRIDA HUTAHAEAN ◽  
IRVING JOSAFAT ALEXANDER
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Test Instrument ◽  
Chemistry Learning ◽  
Scientific Approach ◽  
Quasi Experimental

This study aims to determine whether there is an influence on the implementation of PBL through a scientific approach that provides a media card for high school students' chemistry learning outcomes. To achieve this goal, quasi-experimental research was conducted using two classes, namely the experimental class and the control class. Data obtained using a validated test instrument in the form of pretest and posttest. The results showed that (1). There was an increase in chemistry learning outcomes from the average pretest 27.2 to 63.95 and 72.5 in the two classes of experiment I and experiment II, respectively. (2). Student learning outcomes that are taught with the Problem Based Learning model and the scientific approach provides higher paired cards than using textbook as a media.

scholarly journals Efektivitas Teams Game Tournament (TGT) Terhadap Hasil Belajar Matematika Di SD

2017 ◽  
Vol 2 (1) ◽  
pp. 81
Author(s):  
Laili Rahmawati
Keyword(s):  
Experimental Design ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
T Test ◽  
Test Results ◽  
Learning Models ◽  
Cooperative Model ◽  
Significant Difference ◽  
Quasi Experimental

The result of student's mathematics learning is low. This study aims to determine the tendency of mathematics learning outcomes using cooperative learning model type Teams Games Tournament (TGT) and using conventional learning. The method used in this research is kuantitatif with Quasi Experimental Design approach. Result of analysis by using t-test if sig value <0,05. From the t-test results obtained sig value = 0.002 which means 0.002 <0.05, then the hypothesis proposed accepted and significant. There is a significant difference in the learning outcomes of Mathematics between the lessons using cooperative learning models of teams games tournament type (TGT) and those using conventional learning. Judging from the results of the cooperative model of cooperative learning type of teams games tournament (TGT) is higher than the use of conventional learning.

scholarly journals THE EFFECTIVENESS OF MATHEMATICAL LEARNING BASED ON PROBLEM SOLVING REVIEWED FROM STUDENTS’S MOTIVATION AND LEARNING ACHIEVEMENT

2013 ◽  
Vol 1 (2) ◽  
pp. 117
Author(s):  
Lalu Saparwadi
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Verbal Ability ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Significance Level ◽  
Self Confidence ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental

This study aims to describe whether there are differences in learning mathematics-based problem-solving in terms of results and student motivation of mathematics. This type of research is a quasi-experimental research and the design carried out on this study is a pretest-postest nonequivalent group design. In this research, the observation was done twice, before and after treatment. Observations made earlier are called pre-test and later observations are called post-test. The result of the calculation of the implementation of mathematics learning with the problem-solving based approach to student achievement is significant (p = 0,000 <0.05). It showed a Fcount of 1.002 <Ftabel of 1.76 with a significance level of 5%. Thus H0 is accepted and Ha is rejected, meaning there is a significant difference in mathematics learning achievement between problem-solving approach and conventional. The result of the calculation of the implementation of mathematics learning with the problem-solving-based approach to student's learning motivation is significant (p-count = 0.03 <0.05) or refer to Fcount of 1.07 <Ftable of 1.76 with a significance level of 5%. So that Ho accepted, it means there are differences in student learning motivation that is taught between using problem-solving based learning and conventional learning. Learning with problem-solving approaches will be effective if the teacher as an educator prepares the problems according to the context. From the results of this study, the researchers recommend being used as a reference for similar research with different subject materials. This research can be developed by adding other attribute variables such as student self-confidence, verbal ability, motivation, nor critical thinking ability.

scholarly journals Application of Problem Based Learning (PBL) Models to Improve Critical Thinking Ability and Student Mathematics Learning Outcomes Grade 5 SDN Pledokan Kab. Semarang

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Tekad Pramono
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Category ◽  
Grade 5 ◽  
And Mathematics

This study aims to improve critical thinking skills and mathematics learning outcomes of grade 5 students of SDN Pledokan District. Semarang through the Problem Based Learning (PBL) model. This research is a classroom action research with 2 learning cycles. Data collection was carried out using questionnaire critical thinking instruments and test questions for student learning outcomes in mathematics. The data analysis technique used is comparative descriptive analysis pre cycle, cycle I and cycle II. The results of the research resulted: (1) there was an increase in the ability of students from pre-cycle, cycle I and cycle II. In the pre-cycle condition of students' critical thinking skills in the high category 18.75%, the medium category 37.5%, and the low low category 43.75%, in the first cycle increased in the high category 31.25%, the medium category 56, 25% and in the low category 18.75%, in the second cycle again increased to the high category 43.75%, the moderate category 50% and the low category 6.25%. Mastery learning outcomes of students in mathematics in pre-cycle reach KKM only 37%, then in the first cycle increased to 43.75% and in the second cycle again increased to 75%.

scholarly journals PROBLEM-BASED LEARNING WITH A SCIENTIFIC APPROACH AS A SOLUTION TO DEVELOP STUDENTS' MATHEMATICS LEARNING OUTCOMES

MaPan ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
A. Riska Atika ◽  
Ridwan Idris ◽  
Andi Ika Prasasti Abrar ◽  
Ahmad Farham Majid
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Scientific Approach ◽  
Equivalent Control

Abstract:This study aims to understand the influence of the problem-based learning model with a scientific approach to grade VIII students' mathematics learning outcomes at SMP Negeri 1 Sungguminasa. This research uses a quasi-experimental method with a non-equivalent control group design. This research collected its research data through the distribution of observation sheets and learning achievement tests. Based on the descriptive statistical analysis results that the average value of student learning outcomes by using the problem-based learning model is 78.7, and the standard deviation is 7.21, while the average value of student learning outcomes without the problem-based learning model treatment is 72.19, and the standard deviation is 7.01. The results of the inferential analysis indicate the significant value (2-tailed) of 0.003 < 0.05, signifying a rejected H0. For that reason, this research concludes that there is a significant difference in grade VIII students' mathematics learning outcomes at SMP Negeri 1 Sungguminasa when the problem-based learning model with a scientific approach is implemented.Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaraan berbasis masalah dengan pendekatan saintifik terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 1 Sungguminasa. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain penelitian non equivalent control group design. Instrumen yang digunakan adalah lembar observasi dan tes hasil belajar. Berdasarkan hasil analisis deskriptif menunjukkan bahwa nilai rata-rata hasil belajar siswa menggunakan model problem based learning adalah sebesar 78,7, dan standar deviasinya 7,21, sedangkan rata-rata hasil belajar siswa yang tidak menggunakan model problem based learning adalah 72,19, dan standar deviasinya 7,01. Hasil analisis inferensial menunjukkan nilai signifikan (2-tailed) sebesar 0,003 < 0,05, yang berarti H0 ditolak. Dapat disimpulkan bahwa terdapat perbedaan dalam hasil belajar matematika siswa kelas VIII di SMP Negeri 1 Sungguminasa ketika menerapkan model pembelajaran berbasis masalah dengan pendekatan saintifik.

scholarly journals Effect of Active Learning in Form of Scientific Approach with Assistance of Student Worksheets Based Problem Based Learning (PBL) Towards Students Biology Psychomotor Competence in Bacterial Material

2020 ◽  
Vol 4 (1) ◽  
pp. 20
Author(s):  
Lufri Lufri ◽  
Fitria Laili ◽  
Azwir Anhar
Keyword(s):  
Active Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Average Score ◽  
Significant Difference ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
Class Average ◽  
Teaching Purpose ◽  
And Control

In the 2013 curriculum, students are demanded to be active in learning process. To actualize it, teacher should has adequate ability and skills by implementing appropriate learning model in teaching. Purpose of the research was to know effect of Active Learning in form of scientific approach with assistance of student worksheets based Problem Based Learning to wards students' Biology competence in Bacterial material.  The research method used a quasi experimental research by using randomized control posted only design. The population was students in grade X MIPA of SMAN 1 Pasaman registered in academic  year 2018/2019. Samples were taken by using Purposive Sampling technique. Instrument used was psychomotor competence observation sheet. Data analysis was conducted by using Mann Whitney U test. The finding showed that there is a significant difference between students' biology competence in experimental class and control class, in which students' biology competence in experimental class is higher than in control class. Average score of students' biology competence in experimental class is 3.34 (B+) and in control class is 3.17 (B). So, it can be concluded that Active Learning in form of scientific approach with assistance of student worksheets based Problem Based Learning can improve students Biology competence.

Sign in / Sign up

Export Citation Format

Share Document