PENERAPAN MODEL PEMBELAJARAN PROBLEM-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP

• Main Author: Sahara, Siti (Author)
• Format: Book
• Published: 2015-10-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/21349/1/S_MAT_1106508_Title.pdf; http://repository.upi.edu/21349/2/S_MAT_1106508_Abstract.pdf; http://repository.upi.edu/21349/3/S_MAT_1106508_Table_of_content.pdf; http://repository.upi.edu/21349/4/S_MAT_1106508_Chapter1.pdf; http://repository.upi.edu/21349/5/S_MAT_1106508_Chapter2.pdf; http://repository.upi.edu/21349/6/S_MAT_1106508_Chapter3.pdf; http://repository.upi.edu/21349/7/S_MAT_1106508_Chapter4.pdf; http://repository.upi.edu/21349/8/S_MAT_1106508_Chapter5.pdf; http://repository.upi.edu/21349/9/S_MAT_1106508_Bibliography.pdf; http://repository.upi.edu/21349/10/S_MAT_1106508_Appendix.pdf
• Keywords: LB1603 Secondary Education. High schools; QA Mathematics

Penelitian ini dilatarbelakangi oleh pentingnya kemampuan komunikasi matematis dan fakta bahwa kemampuan komunikasi matematis siswa SMP di Indonesia masih rendah. Problem-Based Learning diharapkan dapat menjadi salah satu alternatif model pembelajaran yang dapat membantu meningkatkan kemampuan komunikasi matematis. Berdasarkan alasan tersebut, penelitian ini berjudul "Penerapan Model Pembelajaran Problem-Based Learning untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa SMP". Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan kemampuan komunikasi matematis antara siswa yang memperoleh pembelajaran model Problem-Based Learning dan siswa yang memperoleh pembelajaran langsung serta kualitas peningkatannya dan juga untuk melihat respon siswa terhadap pembelajaran model Problem-Based Learning. Penelitian ini dilakukan pada siswa kelas VIII di salah satu sekolah di Kabupaten Lembang dengan materi penelitian operasi aljabar. Metode penelitian yang dipilih adalah kuasi eksperimen dan instrumen yang digunakan adalah instrumen tes dan non tes. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa kemampuan komunikasi matematis siswa yang memperoleh pembelajaran model Problem-Based Learning lebih baik daripada siswa yang memperoleh pembelajaran langsung. Kualitas peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran model Problem-Based Learning termasuk pada kategori sedang, sedangkan kualitas peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran langsung termasuk pada kategori rendah. Selain itu, siswa memberikan respon positif yang tinggi terhadap pembelajaran dengan model Problem-Based Learning. ---------- The background of the conducted research is the importance of mathematical communication and the fact that such skill possessed by Indonesian junior high school is considered low. Problem-based Learning is expected to be one of the alternative learning models that can improve the students' mathematical communication. For that reason, this research is entitled "Implementation of Problem-based Learning to Improve Junior High School Students' Mathematical Communication". The research aims at discovering the difference of mathematical communication improvements between the students receiving Problem-based Learning and those receiving direct learning as well as the quality of the improvements, and the students' responses toward the implementation of Problem-based Learning. The research was conducted at a junior high school in Lembang regency with eightth graders as the participants, on Algebra operations. The research used quasi-experimental method with both test and non-test instruments. It was found out that the mathematical communication of the students receiving Problem-based Learning is better than that of the students receiving direct learning. As for the quality, the quality of improvement of the mathematical communication of the students receiving Problem-based Learning can be considered medium, while those students receiving direct learning have low quality in their mathematical communication improvement. In addition, the students showed highly positive responses toward the implementation of Problem-based Learning.