PEROLEHAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA PADA PEMBELAJARAN DENGAN MODEL PROBLEM BASED LEARNING DAN DIRECT INTRUCTION DALAM MATERI SEGI BANYAK

• Main Author: Ulfi Silmi, - (Author)
• Format: Book
• Published: 2024-01-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/114946/1/T_PD_2113006_Title.pdf; http://repository.upi.edu/114946/2/T_PD_2113006_Chapter%201.pdf; http://repository.upi.edu/114946/3/T_PD_2113006_Chapter%202.pdf; http://repository.upi.edu/114946/4/T_PD_2113006_Chapter%203.pdf; http://repository.upi.edu/114946/5/T_PD_2113006_Chapter%204.pdf; http://repository.upi.edu/114946/6/T_PD_2113006_Chapter%205.pdf; http://repository.upi.edu/114946/7/T_PD_2113006_Appendix.pdf
• Keywords: L Education (General); LB1501 Primary Education; QA Mathematics

Hingga saat ini, diperoleh informasi bahwa kemampuan pemecahan masalah siswa sekolah dasar masih belum optimal, sehingga perlu upaya untuk mengoptimalkan kemampuan pemecahan masalah matematis siswa. Untuk mengoptimalkan kemampuan tersebut, maka dipilihlah sebuah model pembelajaran yang sekiranya dapat mengoptimalkan kemampuan pemecahan masalah matematis siswa, yaitu model Problem Based Learning (PBL) dan kefektifan model PBL tersebut akan dikontrol oleh model Direct Instruction. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan perolehan kemampuan pemecahan masalah matematis siswa sekolah dasar pada pembelajaran dengan model Problem Based Learning dan Direct Instruction pada materi segi banyak. Metode dalam penelitian ini adalah kuantitatif dengan tipe Quasi Eksperimen dengan menggunakan desain Posttest Only Control Group Design. Subjek dalam penelitian ini adalah siswa kelas IV pada sebuah SDN di Bandung yang terdiri dari 56 siswa. Dari penelitian ini diperoleh kesimpulan: (i) secara deskriptif, gambaran perolehan kemampuan pemecahan masalah matematis siswa yang mengikuti pembelajaran dengan model Problem Based Learning lebih tinggi dibandingkan dengan siswa yang belajar menggunakan model Direct Instruction; (ii) Rata-rata perolehan kemampuan pemecahan masalah matematis siswa yang belajar dengan model Problem Based Learning lebih dari nilai KKM yang telah ditentukan yakni 75; (iii) Rata-rata perolehan kemampuan pemecahan masalah matematis siswa yang belajar dengan model Direct Instruction kurang dari nilai KKM yang telah ditentukan yakni 75; dan (iv) Pembelajaran dengan model Problem Based Learning berpengaruh lebih tinggi terhadap perolehan kemampuan pemeahan masalah daripada siswa yang belajar dengan model Direct Instruction. Until now, information has been obtained that elementary school students' problem-solving abilities are still not optimal, so efforts are needed to optimize students' mathematical problem-solving abilities. To optimize this ability, a learning model was chosen that could optimize students' mathematical problemsolving abilities, namely the Problem Based Learning model and the effectiveness of the PBL model will be controlled by the Direct Instruction model. This research aims to analyze and describe the acquisition of elementary school students' mathematical problem-solving abilities in learning using the Problem Based Learning and Direct Instrution models on polygon material. The method in this research is quantitative with a Quasi Experimental type using a Posttest Only Control Group Design. The subjects in this research were class IV students at an elementary school in Bandung consisting of 56 students. From this research, the following conclusions were obtained: (i) descriptively, the description of the acquisition of mathematical problem solving abilities of students who took part in learning using the Problem Based Learning model was higher than that of students who studied using the Direct Instruction model; (ii) The average gain in mathematical problem solving abilities of students who study using the Problem Based Learning model is more than the predetermined KKM value, namely 75; (iii) The average gain in mathematical problem solving abilities of students who study using the Direct Instruction model is less than the predetermined KKM value, namely 75; and (iv) Learning with the Problem Based Learning model has a higher influence on the acquisition of problem solving abilities than students who study with the Direct Instruction model.