PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS, KEMAMPUAN PEMECAHAN MASALAH MATEMATIS, DAN KETERAMPILAN SOSIAL SISWA SMP

• Main Author: Minarni, Ani (Author)
• Format: Book
• Published: 2013-06-20.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/6042/1/D_MTK_0907713_Title.pdf; http://repository.upi.edu/6042/2/D_MTK_0907713_Abstract.pdf; http://repository.upi.edu/6042/4/D_MTK_0907713_Table_of_Content.pdf; http://repository.upi.edu/6042/3/D_MTK_0907713_Chapter1.pdf; http://repository.upi.edu/6042/5/D_MTK_0907713_Chapter2.pdf; http://repository.upi.edu/6042/6/D_MTK_0907713_Chapter3.pdf; http://repository.upi.edu/6042/9/D_MTK_0907713_Chapter4.pdf; http://repository.upi.edu/6042/7/D_MTK_0907713_Chapter5.pdf; http://repository.upi.edu/6042/8/D_MTK_0907713_Bibliography.pdf; http://repository.upi.edu/6042/10/D_MTK_0907713_Appendix.pdf
• Keywords: Pendidikan Matematika S-3

Mathematical understanding ability (MUA), mathematical problem solving ability (MPS), and social skills (SS) must be achieved by student of middle secondary school. In fact, students' achievement of MUA, MPS, and SS is low. So, this static-group comparison research design was conducted to investigate the effect of problem-based learning (PBL) towards MUA, MPS, and SS of student of middle secondary school. Sample was taken from public middle secondary school by using simple stratified random sampling technique and purposive sampling. The number of students included in the research was 71 in PBL classroom, and 74 students in conventional one. Data was collected by the instruments that consist of a set of non-routine essays tests related to MUA and MPS, a set of questionnaire for classifying student's social skills, an interview guide, and the observation sheets for student's activities during the lesson. Data was analyzed by one and two ways analyses of variance, t-test for independent sample, and nonparametric test. Besides the learning approach, mathematical prior ability (MPA) of students was also taken as independent variable.The research found that: (1) Overall students in PBL classroom get better MUA, MPS, and SS than students in conventional one, (2) There's no interaction between instruction and MPA (high, middle, low) towards MUA, MPS, and SS of the student (3) There's no interaction between instruction and school level towards MPS and SS of the students, (4) The students with high and middle MPA in PBL classroom get better MUA than the students in conventional one, but it is not for the students with low MPA, (5) Not only at each MPA (high, middle, low), but also at each school level (upper, middle), the students in PBL classroom get better MPS than the students in conventional one, (6) The students with middle and low MPA in PBL classroom get better SS than the students in conventional one, but it is not for the students with high MPA, (7) At middle level school, the student in PBL classroom get better SS than the students in conventional one, but it is not for the students at upper level school. Based on the result of the research, the teacher is suggested to use PBL in their teaching learning so that the student may achieve better MUA, MPS, and SS. Key Words: Problem-based Learning (PBL), Mathematical Understanding Ability, Mathematical Problem Solving Ability, Social Skills. Kemampuan pemahaman, pemecahan masalah matematis, dan keterampilan sosial sangat perlu dikuasai siswa SMP. Tetapi kenyataannya siswa masih lemah dalam ketiga hal tersebut. Untuk itu telah dilakukan penelitian quasi eksperimen perbandingan kelompok statis yang bertujuan menyelidiki pengaruh pembelajaran berbasis masalah (problem-based learning, disingkat PBL) terhadap Kemampuan Pemahaman Matematis (KPM), Kemampuan Pemecahan Masalah Matematis (KPS), dan Keterampilan sosial (KS) siswa di Sekolah Menengah Pertama (SMP). Populasi penelitian adalah siswa SMP Negeri di Kota Bandung. Sampel dalam penelitian diambil berdasarkan teknik sampling berstrata sederhana dan sampling purposif. Subjek sampel yang dilibatkan dalam penelitian ini sebanyak 71 siswa di kelas PBL, dan 74 siswa di kelas biasa. Data dikumpulkan dari tes Kemampuan Awal Matematis (KAM), KPM, KPS, dan angket KS. Temuan dari penelitian ini adalah: (1) Secara keseluruhan KPM, KPS dan KS siswa yang mendapat pendekatan PBL signifikan lebih baik daripada siswa yang mendapat pembelajaran biasa, (2) Tidak terdapat interaksi (pengaruh gabungan) antara faktor pembelajaran dan KAM terhadap capaian KPM, KPS, maupun KS siswa, (3) Tidak terdapat interaksi (pengaruh gabungan) antara faktor pembelajaran dan level sekolah terhadap capaian KPS, maupun terhadap KS siswa, (4) Pada kategori KAM (tinggi, sedang) dan pada level sekolah (atas, tengah), KPM siswa yang mendapat pendekatan PBL signifikan lebih baik daripada siswa yang mendapat pembelajaran biasa, hal tersebut tidak terjadi pada kategori KAM rendah (5) Pada masing-masing kategori KAM (tinggi, sedang, rendah) dan pada masing-masing level sekolah (atas, tengah), KPS siswa yang mendapat pendekatan PBL signifikan lebih baik daripada siswa yang mendapat pembelajaran biasa, (6) Pada masing-masing kategori KAM (sedang, rendah), KS siswa yang mendapat pendekatan PBL lebih baik daripada siswa yang mendapat pembelajaran biasa, tetapi tidak terjadi pada kategori KAM tinggi, (7) Pada sekolah level tengah, KS siswa yang mendapat pendekatan PBL lebih baik daripada siswa yang mendapat pembelajaran biasa, tetapi tidak terjadi pada sekolah level atas. Berdasarkan hasil penelitian ini, guru disarankan menggunakan pendekatan PBL dalam rangka memberi siswa kesempatan meraih kemampuan pemahaman matematis, kemampuan pemecahan masalah matematis, dan keterampilan sosial. Kata Kunci: Pembelajaran Berbasis Masalah, Kemampuan Pemahaman Matematis, Kemampuan Pemecahan Masalah Matematis, Keterampilan Sosial.