Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar siswa SMP

Khamid, Abdul; Santosa, Rusgianto Heri

doi:10.21831/pg.v11i2.10660

Cited by 9 publications

(13 citation statements)

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“…There are several studies that have examined the effect of PBL models on the mathematical communication skills of junior high school students (Sari & Rahadi, 2014;Khamid & Santosa, 2016;Yanti, 2017;Hidayat, 2018), but no research has been conducted to further evaluate the influence of the model PBL on mathematical communication skills. Previous studies have not yet carried out further research on study characteristics such as sample size, research years, journal publications, and levels of education that might also affect students' mathematical communication abilities.…”

Section: A Introductionmentioning

confidence: 99%

The Effect of Problem-Based Learning (PBL) Model On Mathematical Communication Skills of Junior High School Students – A Meta-Analysis Study

Susanti

Juandi

Tamur³

2020

JTAM

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This study aims to integrate research findings on the effect of the Problem-Based Learning (PBL) model on the mathematical communication skills of junior high school students in Indonesia since 2014. The research method used is a meta-analysis with many samples studied, namely 12 published articles. The sampling technique used was purposive sampling. The effect size transformation is based on the g hedge equation calculated using the Comprehensive Meta-Analysis (CMA) application. Based on the results of the analysis, the combined effect of PBL on mathematical communication skills is 0.791, with the high influence criteria according to the random-effect estimation model. There are four criteria considered, namely, sample size, year of study, source of journal publication, and grade level. The results of the heterogeneity test seen based on the variables studied showed that the effect of the PBL learning model was not significantly different from the three moderator variables in terms of sample size, year of study, and publication journals and very different in terms of grade level. This finding is surprising because the random-effects model, as determined by the heterogeneity test, showed variation between effect sizes. Only one of the four variables causes this variation. Therefore further research is needed, which includes more studies and the characteristics studied to describe it more accurately.

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Section: A Introductionmentioning

confidence: 99%

The Effect of Problem-Based Learning (PBL) Model On Mathematical Communication Skills of Junior High School Students – A Meta-Analysis Study

Susanti

Juandi

Tamur³

2020

JTAM

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“…Beberapa penelitian sebelumnya (misalnya Jailani et al, 2017;Khamid & Santosa, 2016;Rahmadi, 2015) telah melaporkan bahwa pengembangan model pembelajaran berbasis masalah diperlukan untuk mengembangkan kemampuan penalaran dan komunikasi matematis siswa. Begitu pun dengan Learning Cycle 5E, banyak peneliti (misalnya Jun, Lee, Park, Chang, & Kim, 2013;Tuna & Kaçar, 2013;Yeni, 2017) yang telah merekomendasikan model tersebut untuk diterapkan dalam pembelajaran.…”

Section: Pembahasanunclassified

Perangkat pembelajaran problem-based learning dalam learning cycle 5E berorientasi pada kemampuan penalaran dan komunikasi matematis

Sholihah

Retnawati

2019

Pytha Jurnal Pend. Math

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Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran Problem Based Learning (PBL) dalam Learning Cycle 5E (engagement, exploration, explanation, elaboration, evaluation) yang berorientasi pada kemampuan penalaran dan kemampuan komunikasi matematis dengan kualitas baik ditinjau dari aspek kevalidan, kepraktisan, dan keefektifan. Penelitian ini merupakan penelitian pengembangan yang menggunakan model pengembangan ADDIE. Subjek uji coba dalam penelitian ini adalah 32 siswa kelas VIII dari suatu SMP Negeri di Bantul. Instrumen yang digunakan dalam penelitian ini meliputi lembar validasi untuk menilai kevalidan, lembar penilaian guru dan siswa untuk menilai kepraktisan, tes kemampuan penalaran dan kemampuan komunikasi matematis untuk mengukur keefektifan. Penelitian ini menghasilkan perangkat pembelajaran berbasis PBL dalam Learning Cycle 5E yang berorientasi pada kemampuan penalaran dan kemampuan komunikasi matematis. Hasil validasi menunjukkan bahwa RPP dan LKPD yang dikembangkan memenuhi kriteria valid dengan kategori sangat baik. Kepraktisan perangkat pembelajaran yang dikembangkan mencapai kategori baik berdasarkan hasil penilaian guru dan siswa. Perangkat pembelajaran mencapai kategori efektif berdasarkan hasil tes kemampuan penalaran dan kemampuan komunikasi matematis. Persentase banyaknya siswa yang mencapai kategori minimal tinggi pada tes kemampuan penalaran mencapai 93,75% dan tes kemampuan komunikasi mencapai 87,5%. Dengan demikian, dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan layak digunakan dalam pembelajaran matematika. Learning kit of problem-based learning in the learning cycle 5E oriented to mathematical reasoning and communication skillsAbstractThe purpose of this research was to produce a learning kit of Problem Based Learning (PBL) in Learning Cycle 5E (engagement, exploration, explanation, elaboration, evaluation) which was oriented to mathematical reasoning and communication skills with good quality in terms of validity, practicality, and effectiveness. This research was a development study that uses the ADDIE development model. The test subjects in this study were 32 students of 8th-grade from a state junior high school in Bantul, Indonesia. The instruments used in this study include validation sheets to assess validity, teacher and student assessment sheets to assess practicality, tests of mathematical reasoning and communication skills to measure effectiveness. This research produces a PBL-based learning kit in Learning Cycle 5E which was oriented to mathematical reasoning and communication skills. The validation results show that the lesson plan and worksheet that were developed meet the valid criteria with excellent categories. The practicality of the developed learning kit reaches good categories based on the results of the teacher and student assessment. Learning devices reach effective categories based on tests of mathematical reasoning and communication skills. The percentage of the number of students who reached the minimum high category on the reasoning test reached 93.75% and the communication test reached 87.5%. Thus, it can be concluded that the learning kit developed was suitable for use in mathematics learning.

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“…According to (Dehyadegary, Divsalar, Shahsavari, Nekouei, & Sadr, 2012) that one of the major crises in the education system in many countries, especially in the developing countries is the problem of low academic achievement. One of the subject that is in the public viewed today is mathematics, according to some students, is considered a difficult and elusive material, the students are unhappy, even afraid (Ibrahim, 2018;Khamid & Santosa, 2016). Based on (OECD, 2015) for PISA 2015, performance averages in 35 OECD countries were 490.…”

Section: Introductionmentioning

confidence: 99%

“…The Student learning success can not be separated from the involvement of teachers in the learning process by using various methods developed (Khamid & Santosa, 2016). There are several types of learning methods and one of them is the Problem Posing method.…”

Section: Introductionmentioning

confidence: 99%

“…The effectiveness of the use of CTL in the learning process is very positive, which is effective viewed of mathematics learning achievement (Narendrati, 2017), effective on social studies learning outcomes (Wulandari & Setyowati, 2017), effectively reviewed creative thinking and mathematical creative thinking (Pratinuari, Sugiarto, & Pujiastuti, 2013;, more effective than direct learning viewed of mathematical communication skills (Ratnasari & Saefudin, 2018), very effective in achieving curriculum competencies in 2006 in Economics (Hasyim, 2011), effective viewed of achievement SK / KD and mathematical connection skills (Putri & Abadi, 2014), effective viewed of student achievement and learning motivation (Laili, 2016), effective viewed of mathematical communication skills and learning motivation (Khamid & Santosa, 2016), effective viewed of achievement mathematics and student learning activities towards mathematics (Nuryadi, 2014), effective viewed of achievement learn mathematics and student religiosity (T. Wijayanti & Sugiman, 2013), effective viewed of affective learning outcomes (Rahmawati & Harta, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Problem Posing Learning by CTL Orientation Viewed from Knowladge, Skill, and Attitude

Ulantari

Harta

2018

ajpm

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This research aimed to describe: 1) the effectiveness of the use of Problem Posing Learning by CTL orientation, 2) the effectiveness of the use of CTL lessons viewed from knowledge, skills, and students’ attitude, and 3) to compare which one is more effective between Problem Posing Learning by CTL orientation and CTL lessons viewed from knowledge, skills, and students’ attitude. The kind of this research was quasi experiment by using pretest-posttest control group design. The population of this research was the eleventh grade students of MA NW Pancor, Lombok Timur, NTB. The sample of this research was already chosen randomly. Techniques of collecting the data were test and non-test by using research instrument of knowledge test, skills test, and students’ attitude questionnaires. One sample t-test used to test the effectiveness of learning which was already used in each variable. The result of the research showed that: 1) Problem Posing Learning by CTL orientation was effective viewed from knowledge, skills and attitude students’ attitude, 2) CTL was effective viewed from knowledge, skills, and students’ attitude, and 3) there was no effectiveness difference between Problem Posing Learning by CTL orientation and CTL lessons viewed from knowledge, skills, and students’ attitude.

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Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar siswa SMP

Cited by 9 publications

References 0 publications

The Effect of Problem-Based Learning (PBL) Model On Mathematical Communication Skills of Junior High School Students – A Meta-Analysis Study

The Effect of Problem-Based Learning (PBL) Model On Mathematical Communication Skills of Junior High School Students – A Meta-Analysis Study

Perangkat pembelajaran problem-based learning dalam learning cycle 5E berorientasi pada kemampuan penalaran dan komunikasi matematis

The Effectiveness of Problem Posing Learning by CTL Orientation Viewed from Knowladge, Skill, and Attitude

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