Efektivitas Model Problem Based Learning Ditinjau dari Pemahaman Konsep Matematis Siswa

Abstract

Abstract: The Effectiveness of the Problem Based Learning Model Viewed from the Students Understanding of Mathematical Concepts. This study aimed to find out the effectiveness of the Problem Based Learning (PBL) model in terms of students understanding mathematical concepts. The population of this study was all seventh grade students of SMP Negeri 3 Natar in the even semester of the academic year of 2018 2019 as many as 126 students that distributed into four classes. Two classes were randomly taken as samples with one class as the experimental class and one class as the control class. This study used the randomized pretest posttest control group design. The research data was obtained through a essay test of the comparison. The results showed the increasing of students understanding of mathematical concepts who took PBL was higher than increasing of students understanding of mathematical concepts of who took conventional learning, but the proportion of students who had a well defined mathematical concept was not more than 60 percent of students who took PBL. Thus, PBL was not effective in terms of students understanding mathematical concepts.

Keywords: effectiveness, understanding mathematical concepts problem based learning

Abstract: Efektivitas Model Problem Based Learning  Ditinjau Dari Pemahaman Konsep Matematis Siswa. Penelitian ini bertujuan untuk mengkaji efektivitas model Problem Based Learning (PBL) ditinjau dari  pemahaman konsep matematis siswa. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Natar semester genap tahun pelajaran 2018 2019 sebanyak 126 siswa yang terdistribusi ke dalam empat kelas. Dua kelas diambil secara acak sebagai sampel dengan satu kelas sebagai kelas eksperimen dan satu kelas sebagai  kelas kontrol. Penelitian ini menggunakan the randomized pretest posttest control group design. Data penelitian diperoleh melalui tes uraian pada materi perbandingan. Hasil penelitian menunjukkan peningkatan pemahaman konsep matematis siswa yang mengikuti PBL lebih tinggi dari pada peningkatan pemahaman konsep matematis siswa yang mengikuti pembelajaran konvensional, tetapi proporsi siswa yang memiliki pemahaman konsep matematis terkategori baik tidak lebih dari  banyaknya siswa yang mengikuti PBL. Dengan demikian, PBL tidak efektif ditinjau dari pemahaman konsep matematis siswa.

Kata kunci: efektivitas, pemahaman konsep matematis, problem based learning

DOI: http://dx.doi.org/10.23960/jpmipa/v19i1.pp1-12