scholarly journals EFEKTIVITAS PROBLEM SOLVING DAN PROBLEM POSING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VII SMPN 47 BATAM

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Era Rianti ◽  
Fitrah Amelia
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Problem Posing ◽  
Purposive Sampling ◽  
The Difference ◽  
And Mathematics ◽  
Essay Test ◽  
Quasi Experiment

This research aims to: (1). Knowing the effectiveness of the learning model problem solving toward of student’s mathematics communication abilities, (2). Knowing the effectiveness of the learning model problem posing toward of student’s mathematics communication abilities, (3). Knowing the difference between the effectivenees of the learning model problem solving and problem posing toward of student’s mathematics communication abilities. The experiment was using quasi-experiment methode. Population in this research were students of class 7th SMPN 47 Batam, a sampling technique that uses purposive sampling. Instrument in this research a essay test. The results show that: (1). The learning model problem solving not effectively toward of student’s mathematics communication abilities, (2). The learning model problem posing effectively toward of student’s mathematics communication abilities, (3). There is no difference in effectiveness between the learning model of problem solving and problem posing toward of student’s mathematics communication abilities.Keywords: problem solving learning model, problem posing learning model, and mathematics communication abilities

scholarly journals KEEFEKTIFAN PEMBELAJARAN KOOPERATIF PROBLEM SOLVING DAN TAI UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR IPS

2015 ◽  
Vol 2 (1) ◽  
pp. 12-20
Author(s):  
Iin Khairunnisa ◽  
Sugiharsono Sugiharsono
Keyword(s):  
Experimental Study ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Learning Model ◽  
Purposive Sampling ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mengetahui: (1) Keefektifan model pembelajaran kooperatif metode Problem Solving dan tipe Team-Assisted Individualization (TAI)  dapat meningkatkan minat dan hasil belajar IPS, dan (2) Perbedaan keefektifan pembelajaran kooperatif metode Problem Solving dan tipe Team- Assisted Individualization dalam meningkatkan minat dan hasil belajar IPS. Penelitian ini merupakan penelitian eksperimen semu. Populasi dalam penelitian ini adalah seluruh peserta didik SMP Muhammadiyah 3 Depok tahun pelajaran 2013-2014 yang terbagi menjadi 12 kelas. Sampel dalam penelitian ini terdiri atas tiga kelas yaitu dua kelas untuk kelas eksperimen dan satu kelas untuk kelas kontrol. Teknik sampling yang digunakan ialah purposive sampling. Pengumpulan data menggunakan test dan tugas. Penentuan keefektifan kedua model tersebut diuji dengan Anava satu jalur. Hasil penelitian adalah sebagai berikut. (1) Model pembelajaran kooperatif  metode Problem Solving dan tipe Team-Assisted Individualization efektif untuk meningkatkan minat dan hasil belajar IPS. (2) Model pembelajaran kooperatif tipe Team-Assisted Individualization lebih efektif untuk meningkatkan minat belajar peserta didik dibandingkan dengan metode Problem Solving, sedangkan metode  Problem Solving lebih efektif untuk meningkatkan hasil belajar peserta didik dibandingkan dengan tipe Team-Assisted Individualization.Kata Kunci: penelitian ekperimen, problem solving, team-assisted individualization , minat belajar dan hasil belajar. ______________________________________________________________ EFFECTIVENESS OF COOPERATIVE LEARNING PROBLEM SOLVING AND TAI TO IMPROVE LEARNING OUTCOMES INTERESTS AND IPS Abstract This study aims to reveal: (1) the cooperative learning model of Problem Solving method and Team-Assisted Individualization type in increasing the interest and learning outcomes in IPS, and (2) the difference the effectiveness of the cooperative learning model of Problem Solving method and Team-Assisted Individualization Type in increasing the interest and learning outcomes in IPS. This study was a quasi-experimental study. The population was all students of SMP Muhammadiyah 3 Depok in 2013-2014 divided into 12 classes. The sample consisting of three classes, two experimental classes and one control class, was establisted using the purposive sampling technique. The data were collected using a test and assignments. The determination of the effectiveness of these two models was tested with one-way Anova. The results are as follows. (1) The cooperative learning model of the Problem Solving method and Team-Assisted Individualization types effective increase the interest and learning outcomes in IPS. (2) The Team-Assisted Individualization type is more effective to increase the interest of the learners than the Problem Solving method, and the Problem Solving method is more effective to improve the learning outcomes of the students than the Team-Assisted Individualization type. Keywords: experimental study, problem solving, team assisted individualization, interest in learning and learning outcomes

scholarly journals Peningkatan Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar Siswa Menggunakan Model Pembelajaran Means End Analysis

2019 ◽  
Vol 8 (3) ◽  
pp. 435-446
Author(s):  
Nur Asih ◽  
Sendi Ramdhani
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Better Than

AbstrakTujuan penelitian adalah untuk mengetahui apakah peningkatan kemampuan pemecahan masalah matematis siswa yang menggunakan model pembelajaran Means End Analysis (MEA) lebih baik dari pada konvensional, untuk mengetahui sikap kemandirian belajar siswa terhadap pembelajaran matematika menggunakan model pembelajaran Means End Analysis (MEA), dan untuk mengetahui hambatan siswa dalam menyelesaikan soal-soal kemampuan pemecahan masalah matematis. Metode penelitiannya adalah eksperimen kuasi dan desain penelitiannya Nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMA PASUNDAN CIKALONGKULON dengan sampel sebanyak dua kelas. Teknik pengambilan sampel menggunakan teknik purposive sampling. Kelas XI MIPA-3 sebagai kelas eksperimen dan kelas XI MIPA-1 sebagai kelas kontrol. Instrumen berupa tes kemampuan pemecahan masalah matematis, angket dan wawancara. Berdasarkan hasil analisis data, peningkatan kemampuan pemecahan masalah matematis siswa yang menggunakan model pembelajaran Means End Analysis (MEA) lebih baik dari konvensional. Hasil angket siswa kelas XI MIPA-3 memperoleh hasil hampir seluruhnya positif respon siswa terhadap model pembelajaran Means End Analysis (MEA).Kata Kunci: Kemandirian, MEA, Pemecahan Masalah Matematis. Increased Mathematical Problem Solving Ability and Student Learning Independence Using the Means-End Analysis Learning Model AbstractThe purpose of this research is to find out whether the improvement of students 'mathematical problem-solving abilities using the Means-End Analysis (MEA) learning model is better than conventional learning, to determine the attitudes of students' learning independence towards mathematics learning using the Means-End Analysis (MEA) learning model, and to find out the obstacles of students in solving problems mathematical problem solving abilities. The research method is a quasi-experiment and the research design is Nonequivalent control group design. The population in this study were all students of class XI SMA PASUNDAN CIKALONGKULON with a sample of two classes. The sampling technique uses a purposive sampling technique. Class XI MIPA-3 as an experimental class and class XI MIPA-1 as a control class. The instruments were in the form of tests of mathematical problem-solving abilities, questionnaires, and interviews. Based on the results of data analysis, the improvement of students' mathematical problem-solving abilities using the Means-End Analysis (MEA) learning model is better than conventional. The results of the XI MIPA-3 class questionnaire obtained almost entirely positive student responses to the Means-End Analysis (MEA) learning model.Keywords: Independence, MEA, Mathematical Problem Solving.

scholarly journals Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 98-106
Author(s):  
Hardani Hardani
Keyword(s):  
Problem Solving ◽  
Learning Model ◽  
Stem Learning ◽  
School Students ◽  
Engineering Design Process ◽  
Science Technology ◽  
Scientific Disciplines ◽  
Teachers And Students ◽  
The Difference ◽  
And Mathematics

STEM is a learning approach that integrates science, technology, engineering and mathematics in the problem-solving based activities. The integration of the four scientific disciplines in STEM project activities uses the Engineering Design Process (EDP) stage. This stage is a cycle in the form of repeated steps and might change until a problem-solving solution is identified. The difference of elementary school students’ characteristics and stages of cognitive development as well as the absences of a specific STEM curriculum causes teachers who are new to STEM find it difficult in implementing the existing model. Therefore, it is necessary to develop the stages of the STEM learning model in accordance with the characteristics of teachers and students. This stage was developed with the aim of making STEM easier to apply and easily connecting problems with product development from the STEM project. The variation of the STEM learning model developed includes the stages: create, identify, ideate, plan, build, and communicate. The STEM Learning Model design developed will make it easier for teachers to implement STEM in classroom learning.

scholarly journals Analisis Kebutuhan Model Problem Posing Berorientasi STEM

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Khairudin . ◽  
Ahmad Fauzan ◽  
Armiati . ◽  
Karmila Suryani
Keyword(s):  
Problem Solving ◽  
Qualitative Data ◽  
Model Problem ◽  
Learning Model ◽  
Problem Posing ◽  
State University ◽  
Stem Learning ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Descriptive Survey

This research is a descriptive survey to determine the needs of lecturers and students for STEM-oriented problem posing learning models that can activate students to ask questions so that students can learn independently and can improve their problem solving skills in calculus. This research sample were students who took Calculus and lecturers who taught calculus. The research instrument used an online needs analysis questionnaire with two forms of statements, namely statements containing qualitative data. The research object consisted of 156 students from Padang State University, Bung Hatta University and STKIP PGRI Padang, as well as 2 lecturers teaching from the three colleges. The results of data analysis showed that on the part of lecturers and students is needed this learning model. Based on this results shows that the importance of designing a multidisciplinary oriented problem posing (STEM) learning model to increase problem solving abilities

scholarly journals Meningkatkan Kemampuan Pemecahan Masalah Matematik Melalui Problem Posing

2019 ◽  
Vol 10 (1) ◽  
pp. 78-85
Author(s):  
Wulan Izzatul Himmah ◽  
Muhammad Istiqlal
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Sampling Technique ◽  
Learning Model ◽  
T Test ◽  
Problem Posing ◽  
Control Group ◽  
Ability Test ◽  
Model Type ◽  
Average Gain

Tujuan dari penelitian ini adalah untuk mengetahui keefektifan penerapan model pembelajaran problem posing tipe post solution posing terhadap kemampuan pemecahan masalah siswa pada salah satu SMP di Kota Semarang. Penelitian ini merupakan penelitian kuasi-eksperimen dengan desain pretest-postest. Pemilihan sampel ditetapkan dengan teknik random sampling dan diperoleh siswa kelas VII A sebagai kelompok eksperimen dan siswa kelas VII B sebagai kelompok kontrol. Instrumen yang digunakan untuk pengambilan data penelitian adalah tes kemampuan pemecahan masalah pada pokok bahasan segi empat sub pokok bahasan persegi panjang dan persegi. Uji yang digunakan untuk mengetahui adanya perbedaan rata-rata gain adalah uji t. Berdasarkan hasil penelitian, rata-rata gain kemampuan pemecahan masalah siswa yang memperoleh pembelajaran dengan model  pembelajaran problem posing tipe post solution posing adalah 13.91, sedangkan rata-rata gain kemampuan pemecahan masalah siswa yang memperoleh pembelajaran secara konvensional adalah 7.09. Dengan uji t terlihat bahwa rata-rata gain kemampuan pemecahan masalah siswa yang memperoleh pembelajaran problem posing tipe post solution posing lebih baik daripada siswa yang memperoleh pembelajaran secara konvensional.  Disarankan guru dapat terus mengembangkan pembelajaran dengan model  problem posing tipe post solution posing dan menerapkan pada materi lain.The purpose of this study was to determine the effectiveness of applying the problem posing learning model type post solution posing to students' problem solving abilities in one of the junior high schools in the Semarang city. This research is a quasi-experimental study with a pretest-posttest design. Sample selection was determined by random sampling technique and was obtained by students of class VII A as an experimental group and students of class VII B as a control group. The instrument used for retrieval of research data is a problem solving ability test on the subject of rectangles. The test used to determine the difference in average gain is the t test. Based on the results of the study, the average gain problem solving ability of students who get learning with problem posing learning model type post solution posing is 13.91, while the average gain problem solving ability of students who obtain conventional learning is 7.09. With the t test it can be seen that the average gain of problem solving abilities of students who get problem posing learning model type post solution posing is better than students who get conventional learning. It is suggested that the teacher can continue to develop learning with problem posing learning model type post solution posing and apply it to other material.  

scholarly journals HE EFFECT OF PROBLEM BASED LEARNING MODEL AND PROBLEM POSING TO STUDENT PROBLEM SOLVING OF MATHEMATICS ABILITY

EDUPEDIA ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Astri Wuryani ◽  
Intan Sari Rufiana
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Problem Posing ◽  
Seventh Grade ◽  
Mathematics Ability ◽  
Mathematical Problems ◽  
The Difference ◽  
Data Collection Technique ◽  
Student Problem

his research aims to: (1) find out whether is there the influence of problem based learning toward the student problem solving of mathematics ability at seventh grade of SMP N 1 Balong, (2) find out whether is there the influence of problem posing toward the student problem solving of mathematics ability at seventh grade of SMP N 1 Balong, and (3) find out whether the difference of problem solving ability between the students get problem based learning with the students get problem posing learning. The research design was pre-experimental with the population covering all seventh grade students of SMP N I Balong consisting of eight classes. Classes VII G and VII H were selected as the sample. The selection of sample class used purposive sampling technique. From eigth classes, Class VII G was treated problem based learning and class VII H was treated problem posing. Data collection technique was test ability to solve mathematical problems. Data analysis technique was used paired sample t-test and t sample independent test.The results on 0.05 significant level showed that the problem based learning has an influence to the students’ mathematics problem solving ability. Similarly, problem posing learning has an effect to the students’ problem solving ability of mathematics. When reviewed from the both of problem solving ability of mathematics model, problem based learning isn’t different with problem posing. 

scholarly journals PENGARUH MODEL PEMBELAJARAN POE (PREDICT-OBSERVE-EXPLAIN) TERHADAP KEMAMPUAN PEMECAHAN MASALAH FISIKA SMA DITINJAU DARI SIKAP ILMIAH PESERTA DIDIK

2020 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Syarful Annam ◽  
Susilawati Susilawati ◽  
Syahrial Ayub
Keyword(s):  
Problem Solving ◽  
Factorial Design ◽  
Sampling Technique ◽  
Learning Model ◽  
Scientific Attitude ◽  
Significance Level ◽  
Purposive Sampling ◽  
10Th Grade ◽  
Quasi Experimental ◽  
Academic Year

Abstrak: Model pembelajaran POE merupakan suatu model belajar yang mana fase-fasenya berdasarkan singkatannya yaitu Predict, Observe, dan Explain. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran POE terhadap kemampuan pemecahan masalah fisika SMA ditinjau dari sikap ilmiah peserta didik. Jenis penelitian ini adalah kuasi eksperimen dengan rancangan penelitian berupa factorial design 2x2. Populasi penelitian adalah seluruh kelas X MIA SMA Negeri 6 Mataram dengan teknik pengambilan sampel menggunakan purposive sampling. Dua sampel yang diambil dijadikan sebagai kelas eksperimen yaitu kelas X MIA 3 dan kelas kontrol yaitu kelas X MIA 2. Data sikap ilmiah diambil menggunakan angket dengan 4 alternatif pilihan. Data kemampuan pemecahan masalah diukur dalam dua keadaan yaitu pada saat proses pembelajaran dengan menggunakan lembar penilaian kemampuan pemecahan masalah berdasarkan jawaban peserta didik pada LKPD dan tes akhir berupa soal dalam bentuk uraian. Hasil analisis data menggunakan analisis varians (ANAVA) dua arah dengan taraf signifikansi 5% berbantuan IBM SPSS Statistik 16. Berdasarkan hasil analisis tersebut dapat disimpulkan bahwa: 1) tidak terdapat pengaruh model POE terhadap kemampuan pemecahan masalah fisika SMA ditinjau dari sikap ilmiah peserta didik, karena nilai sig yang diperoleh adalah 0,932  (lebih besar dari 0,05); 2) tingkat kemampuan pemecahan masalah peserta didik pada saat proses pembelajaran termasuk ke dalam kategori sedang dan tinggi; serta 3) tidak terdapat interaksi antara model POE dan sikap ilmiah peserta didik terhadap kemampuan pemecahan  masalah fisika SMA, karena nilai sig yang diperoleh adalah 0,614 (lebih besar dari 0,05).Kata kunci: model pembelajaran POE (Predict-Observe-Explain), kemampuan pemecahan masalah, sikap ilmiah.Abstract: The aim of this research was to find out the effect of Predict-Observe-Explain learning model to the physics problem solving skill observed from the scientific attitude of the students. The type of this research was quasi experimental with a 2x2 factorial design. The population was all 10th grade students of MIA in SMAN 6 Mataram academic year 2017-2018 in four classes, and the sampling technique applied was purposive sampling. The data of student’s problem solving skill were collected by giving essays (8 questions) and the scientific attitude was measured by using questionnaires. The collected data were analyzed by applying 2-way ANOVA, assisted by SPSS 16 with the (α) significance level of 5%. The results show that the significant value for the effect of learning model consider from scientificant attitude in amount 0,932 which this value was bigger from significant level (α), and significant value for interaction between Predict-Observe-Explain learning model with scientific attitude in amount 0,614 which this value is bigger from significant level (α). According to the data, can be conclude: there was no an effect of Predict-Observe-Explain learning model to the physics problem solving skill observed from the scientific attitude of the students; and there was no interaction between Predict-Observe-Explain learning model with scientific atitude to the physics problem solving skill of the students.Keywords: Predict-Observe-Explain Learning Model, physics problem solving skill , scientific attitude

scholarly journals KOMPARASI PENERAPAN MODEL PEMBELAJARAN PROBLEM POSING DENGAN PROBLEM SOLVING TERHADAP HASIL BELAJAR DASAR LISTRIK DAN ELEKTRONIKA SISWA KELAS X SMKN 5 PADANG

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Luthfi Rahman ◽  
Putra Jaya ◽  
Almasri Almasri
Keyword(s):  
Problem Solving ◽  
First Grade ◽  
Learning Outcome ◽  
Learning Model ◽  
Problem Posing ◽  
Primary Data ◽  
Normality Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

This research was focusing in the difference of learning outcome, specially on Basic Electrical and Electronic, in first grade at SMKN 5 Padang. The purpose was to reveal the difference of Problem Solving and Problem Posing learning model when they were implemented. By using quasi experimental dengan nonprobability sampling tecnique, was obtained two experiment classes. The first experiment class was X TAV 1E3A, which was implemented Problem Posing learning model. The second experiment class was X TAV 1E3B, which was implemented Problem Solving learning model. The primary data was measured by post test based on basic competence of subject. Based on the t-test, complying the pre-requisite such as normality test, this research found that t>t0 (2,627 > 1,697). However, the result has shown that Problem Posing learning model was providing student’s learning outcome better than Problem Solving. Therefore, the Problem Posing learning model is better implemented than Problem Solving.Keywords: Problem Posing, Problem Solving, Learning Outcome.

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Lia Nurmayani ◽  
Aris Doyan ◽  
Prapti Sedijani
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Choice Test ◽  
Guided Inquiry ◽  
Model Learning ◽  
Physics Learning ◽  
Purposive Sampling ◽  
Quasi Experiment

Abstrak - Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar fisika peserta didik. Jenis penelitian ini adalah quasi experiment dengan desain penelitian kelompok non-ekuivalen. Pengambilan sampel menggunakan teknik purposive sampling, sehingga diperoleh kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 2 sebagai kelas kontrol di SMAN 6 Mataram. Instrumen penelitian berupa tes pilihan ganda sebanyak 30 soal yang telah diuji validitas, reliabilitas, taraf kesukaran, dan daya beda soal. Data hasil belajar kedua kelas tersebut terdistribusi normal dan homogen. Data dianalisis dengan uji Manova. Hasil analisis data menghasilkan signifikansi . Jika ditentukan taraf signifikansi sebesar 0,05 maka 0,016<0,05. Berdasarkan fakta tersebut dapat disimpulkan bahwa ada pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar fisika peserta didik.Kata kunci: model pembelajaran inkuiri terbimbing, hasil belajar.Abstract - The purpose of this study is determine the effect of guided inquiry learning model toward physics learning outcomes of students. This type of research is quasi experiment with non-equivalent group design. Sampling using purposive sampling technique, so that obtained class XI MIA 1 as experiment class and class XI MIA 2 as control class. The research instrument is a multiple choice test of 30 questions that have been tested for validity, reliability, level of difficulty, and different power of problems. The learning data of the two classes is normally distributed. Based on the homogeneity data obtained both homogenous. Data were analyzed by Manova test. Result of data analysis show significance  0,016. If  determined the level of significance 0,05 then 0,016<0,05. Based on these facts it can be concluded that there is influence of guided inquiry learning model toward physics learning outcome of students. Keywords: guided inquiry learning model, learning outcomes.

scholarly journals EFEKTIVITAS PENDEKATAN SCIENTIFIC DENGAN PBL DAN PROBLEM SOLVING UNTUK MENINGKATKAN KOMPETENSI DALAM PEMBELAJARAN IPS

2016 ◽  
Vol 3 (1) ◽  
pp. 74-81
Author(s):  
Rini Setyowati ◽  
Endang Mulyani
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Peer Assessment ◽  
Problem Based Learning ◽  
Learning Model ◽  
Self Assessment ◽  
Purposive Sampling ◽  
Scientific Approach ◽  
Product Assessment ◽  
Improve Attitude

Penelitian ini bertujuan untuk membandingkan keefektifan pendekatan scientific dengan model problem based learning dan model problem solving dalam pembelajaran IPS untuk meningkatkan kompetensi: sikap, pengetahuan, dan keterampilan. Populasi penelitian ini adalah kelas VIII di SMP N 3 Kalasan, Yogyakarta. Sampel diambil secara purposive sampling. Pengumpulan data menggunakan lembar observasi sikap, penilaian diri, penilaian antar peserta didik, tes, unjuk kerja, dan rubrik penilaian produk. Data hasil penelitian ini dianalisis dengan teknik anava mixed design. Hasil penelitian menunjukkan: 1) Pendekatan scientific dengan model problem based learning lebih efektif daripada model problem solving dalam meningkatkan kompetensi sikap dalam pembelajaran IPS, 2) pendekatan scientific dengan model problem based learning lebih efektif daripada model problem solving dalam meningkatkan kompetensi pengetahuan dalam pembelajaran IPS, 3) pendekatan scientific dengan model problem based learning lebih efektif daripada model problem solving dalam meningkatkan kompetensi keterampilan. THE EFFECTIVENESS OF SCIENTIFIC APPROACH WITH PBL AND PROBLEM SOLVING TO IMPROVE COMPETENCES IN SOCIAL STUDIESAbstractThis study aimed to compare the effectiveness of scientific approach with problem based learning and problem solving in teaching social studies to improve: attitude competence, knowledge competene, and skill competence.The population of the research was all of grade VIII student at SMP N 3 Kalasan, Yogyakarta. The sample of this research was using purposive sampling. The data was collected by observation, self assessment, peer assessment, test, observation of perfomance and product assessment. The data were analyzed using anava mixed design.This research have three results. First, scientific approach with problem based learning model was more effective than scientific approach with problem solving to improve attitude competence. Second, scientific approach with problem based learning model was more effective than scientific approach with problem solving to improve knowledge competence. Third, scientific approach with problem based learning model was more effective than scientific approach with problem solving to improve skill competence.

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