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

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.

scholarly journals IMPLEMENTASI MODEL PROBLEM BASED LEARNING PADA KEMAMPUAN PEMECAHAN MASALAH MATERI PECAHAN KELAS V SEKOLAH DASAR

2019 ◽  
Vol 9 (2) ◽  
pp. 139-148
Author(s):  
Siti Puji Lestari ◽  
Ryky Mandar Sary ◽  
Sukamto Sukamto
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
School Students ◽  
Class V ◽  
Fifth Grade Students

Implementation of Problem Based Learning Models on Mathematical Problem Solving Capabilities of Elementary School Class V Fractions. The objectives to be achieved in this study are to determine the implementation of Problem Based Learning models in the mathematical problem solving ability of fraction material for fifth grade students of elementary schools and To identify whether there is an increase or not the ability to solve mathematical problems of students towards the implementation of Problem Based Learning models of fractions for students class V SDN Tlogorejo Pati. This type of research is a mixed methods research method in the form of concurrent embedded. The study population was all fifth grade students of SD Tlogorejo Pati 2019/2020 Academic Year. Samples takeere 30 fifth grade students using Nonprobability Sampling in the form of Saturated Sampling. Data collection techniques used for research instruments are tests, interviews, observations and documentation. The instruments used were validated tests by experts, interview guidelines and observation guidelines. Data in this study were obtained through interviews, tests, observations, and documentation. Based on the results of calculations using the t test obtained tcount = 30.29 with ttable = 2.001. Because tcount = 30.29> ttable = 2.001, H0 is rejected and Ha is accepted. This means that the ability to solve problems before and after treatment is not the same in grade V elementary school students. Then the results of calculations using N-Gain obtained calculation results of 0.640. These results fall into the moderate classification. So it can be concluded an increase in the ability to solve problems in fractional material gets an average increase of 0.640. This means that there is an increase in the ability to understand the problem in the Problem Based Learning model. 

scholarly journals Improved Mathematical Problem Solving Ability and Self Efficacy of Class VIII Students of SMP Negeri 1 Percut Sei Tuan through Problem Based Learning Models

2021 ◽  
Vol 4 (1) ◽  
pp. 63-76
Author(s):  
Indah Dirgantari Ritonga ◽  
Humuntal Banjarnahor ◽  
Ani Minarni
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Mathematical Abilities ◽  
Model Class ◽  
Mathematics Self Efficacy

This study aims to describe whether the increase in mathematical problem solving abilities and Self Efficacy of students who are taught using problem-based learning models is higher than students who are taught with ordinary learning, to describe whether there is an interaction between students' initial mathematical abilities and learning towards increased mathematical problem solving abilities. students, as well as to describe whether there is an interaction between students' initial mathematical abilities and learning towards increasing student Self-Efficacy. Based on the ANOVA 2 x 2 calculation, it is obtained Fcount = 88.82 while the Ftable value = 2.36 for dk (1.62) and a significant level of 5%. It turns out that the value of Fcount> Ftable, so that Ho is rejected and Ha is accepted. Then from table 4. The probability value (sig) is smaller than 0.05 so that H0 is rejected. Thus it can be concluded that the results of students' mathematical problem-solving abilities taught by problem-based learning models are better than those taught with ordinary learning models. The results of students' Self Efficacy in the problem-based learning model class were higher than in the ordinary learning model class. This can also be seen from the average results of the mathematics Self Efficacy questionnaire of students with the experimental class (99.7) which are higher than the average results of the mathematics Self Efficacy questionnaire of students with the control class (96.8). The results of students' Self Efficacy in the problem-based learning model class were higher than in the ordinary learning model class. This can also be seen from the average results of the mathematics Self Efficacy questionnaire of students with the experimental class (99.7) which are higher than the average results of the mathematics Self Efficacy questionnaire of students with the control class (96.8).X ̅=X ̅=

scholarly journals Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

2018 ◽  
Author(s):  
Minora Longgom Nasution
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Final Test ◽  
Group Design ◽  
Static Group ◽  
Better Than

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t- test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

scholarly journals Application of the Problem Based Learning Model to Communication Skills and Mathematical Problem Solving Skills in Junior High School Students

2020 ◽  
Vol 4 (2) ◽  
pp. 155
Author(s):  
Khaerul Anam ◽  
Raden Sudarwo ◽  
Gunawan Wiradharma
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Mathematical Communication ◽  
Conventional Methods ◽  
Pbl Model

This study aims to find out: (1) the influence of the use of the Problem-Based Learning (PBL) model on the mathematical communication skill; (2) the influence of the use of the Problem-Based Learning (PBL) model on the mathematical problem-solving skill. This study was conducted on class VIII. The research design is pre-post quasi experimental design. Samples were selected using the cluster random sampling technique. The employed instrument in this study was an essay test. The obtained data were then analyzed using independent samples t-test and simple linear regression. The results indicated that (1) the average score of students' mathematical communication skills taught by problem-based learning models was higher than those taught by conventional methods; (2) the average score of students' mathematical problem-solving abilities taught by problem-based learning models is higher than students taught by conventional methods

scholarly journals Perbandingan Kemampuan Pemecahan Masalah Matematis Siswa antara yang Belajar Menggunakan Pembelajaran Problem Based Learning Dan Problem Posing

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Septian Wulandari
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
Significance Level ◽  
Testing Homogeneity ◽  
The Difference

The mathematical problem-solving ability of students needs to be supported by the role of the teacher in the learning process of students. However, the learning that takes place in schools generally conducted teacher-oriented. Therefore, the need for learning that is able to facilitate students so that students become active in the learning process. Based on the above presentation, this research was conducted to determine the difference between the problem-solving ability of students to learn to use problem posing with students who learn to use problem-based learning. The sampling technique using a two-stage sampling, the technique purposive sampling and cluster random sampling, as tested homogeneity and normality, then, do equality test on average between classes. The sample measurements validity of using content validity, construct, and empirical. Instrument reliability coefficient is calculated using Cronbach Alpha. Testing normality test at significance level Liliefors? = 0,05. Testing homogeneity with Fisher's test and hypothesis testing was performed using t-test with a significance level ? = 0,05. The result of validity are t_(observe)=3,759 and t_0,95=1,664 , t_(observe)> t_0,95, then reject H_0. It can be concluded that the mathematical problem-solving ability of students to learn by learning problem-based learning is higher than the problem posing. Key Words: Problem Posing, Problem Based Learning, Mathematical Problem Solving

scholarly journals Problem Based Learning, Discovery Learning, and Open Ended Models: An experiment On Mathematical Problem Solving Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Dian Fitria Tanjung ◽  
Edi Syahputra ◽  
Irvan Irvan
Keyword(s):  
Problem Solving ◽  
Design Research ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Ability Tests ◽  
Mathematical Problems ◽  
Positive Effect

This research is to look at the effect of problem-based learning, discovery learning, and open-ended models on the mathematical problem-solving abilities of students. The type of research is a quasi-experiment with a three treatment counterbalanced design research design. The instruments used: (1) students 'initial mathematical ability tests, (2) tests of students' mathematical problem-solving abilities with the Pythagorean Theorem material. Inferential data were performed using covariance analysis (ANACOVA). The samples of this study were 32 students each from three experimental classes selected by purposive sampling. The results are: (1) of the three learning models conducted using the model of problem-based learning, discovery learning, and open-ended had a positive effect on the ability to solve mathematical problems; (2) the ability to solve mathematical problems of students taught by problem-based learning models is better than the using discovery learning and open-ended models; and (3) there is an interaction between the initial ability of mathematics and learning models.

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