PEMBELAJARAN PROBLEM-BASED LEARNING TERINTEGRASI FLEXIBLE MATHEMATICAL THINKING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN DISPOSISI MATEMATIS PADA SISWA SEKOLAH MENENGAH PERTAMA

• Main Author: Esterlina, - (Author)
• Format: Book
• Published: 2023-08-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/102122/8/T_MTK_2105152_TITTLE.pdf; http://repository.upi.edu/102122/2/T_MTK_2105152_CHAPTER%201.pdf; http://repository.upi.edu/102122/3/T_MTK_2105152_CHAPTER%202.pdf; http://repository.upi.edu/102122/4/T_MTK_2105152_CHAPTER%203.pdf; http://repository.upi.edu/102122/5/T_MTK_2105152_CHAPTER%204.pdf; http://repository.upi.edu/102122/6/T_MTK_2105152_CHAPTER%205.pdf; http://repository.upi.edu/102122/7/T_MTK_2105152_APPENDIX.pdf
• Keywords: L Education (General); QA Mathematics

Kemampuan pemecahan masalah merupakan salah satu kemampuan kognitif yang memiliki peran penting dalam pembelajaran matematika. Kemampuan pemecahan masalah adalah kemampuan untuk menerapkan pengetahuan yang telah diperolehnya sebelumnya untuk digunakan dalam keadaan baru yang belum pernah ditemui sebelumnya. Penelitian ini bertujuan untuk menguji suatu perlakuan tertentu dalam hal ini kegiatan selama proses pembelajaran. Penelitian ini menggunakan metode eksperimen semu (Quasi Experiment) yakni rancangan eksperimen yang dilakukan pada dua kelompok berbeda yang mendapatkan treatment yang berbeda Sampel penelitian melibatkan Pengambilan sampel akan menggunakan teknik purposive sampling. Teknik pengambilan sampel menggunakan purpossive sampling. Penelitian ini melibatkan 2 kelas eksperimen. Pada kelas eksperimen 1 menerapkan problem-based learning terintegrasi flexible mathematical thinking dan kelas eksperimen 2 menerapkan problem-based learning. Berdasarkan hasil penelitian Kualitas peningkatan kemampuan pemecahan masalah siswa yang memperoleh problem-based learning terintegrasi flexible mathematical thinking dan siswa yang memperoleh problem-based learning termasuk kategori sedang. Temuan penelitian menunjukkan bahwa kualitas capaian disposisi matematis siswa yang memperoleh problem-based learning terintegrasi flexible mathematical thinking dan siswa yang belajar memperoleh problem-based learning termasuk kategori sedang, peningkatan kemampuan pemecahan masalah matematis siswa yang memperoleh problem-based learning terintegrasi flexible mathematical thinking lebih tinggi dari siswa yang belajar dengan problem-based learning, pencapaian disposisi matematis siswa yang memperoleh problem-based learning terintegrasi flexible mathematical thinking sama dengan siswa yang belajar memperoleh problem-based learning Problem-solving ability is one of the cognitive abilities that play a significant role in mathematics learning. Problem-solving ability refers to the capability of applying previously acquired knowledge in unfamiliar and new situations. This study aims to test a specific treatment, in this case, activity during the learning process. The research utilizes a quasi-experimental method, which involves conducting an experiment on two different groups that receive different treatments. The research sample involves a purposive sampling technique. The research includes two experimental classes. In experimental class 1, problem-based learning integrated with flexible mathematical thinking is implemented, while in experimental class 2, problem-based learning is applied. Based on the research results, the quality of improvement in problem-solving ability of students who receive problem-based learning integrated with flexible mathematical thinking and students who receive problem-based learning falls into the moderate category. The research findings indicate that the achievement quality of students' mathematical disposition who receive problem-based learning integrated with flexible mathematical thinking and those who receive problem-based learning falls into the moderate category. The improvement in students' mathematical problem-solving ability who receive problem-based learning integrated with flexible mathematical thinking is higher than those who learn with problem-based learning. The achievement of mathematical disposition of students who receive problem-based learning integrated with flexible mathematical thinking is the same as students who receive problem-based learning.