Penerapan Model Problem Based Learning Untuk Meningkatkan Kemampuan Komunikasi Matematis Dalam Pemecahan Masalah Di Kelas Ix-6 SMPN 8 Banda Aceh

Abstract

The background of this study is the low level-achievement of students’ mathematical communication in solving problems of students grade 9 (Classroom IX-6), SMP Negeri 8 Banda Aceh. The results of the pre-test showed that 60% students only write the given information, 52% students only write the asking-problems, 4% students successfully make model/mathematical representation, 80% students write the formulas, 100% students write calculating operation, 72% students solve problems in well ordering and 64% students write summaries. The purposes of this study was to determine: (1) the way of applying Problem Based Learning (PBL) model enhancing students mathematical communication ability in solving problems, and (2) enhancing students mathematical communication in solving problems after applying PBL model. The Classroom Action Research (CAR) conducted in two cycles in 25 students. The data was collected by using teachers’ activity form and students’ activity form in teaching learning instruction of problem based learning model, test of students’ achievement in essay formed problem solving items, and rubric of students’ mathematical communication in assessing student mathematical problem solving. The observation data was analysed by describing instructional process based on the lesson plan, students’ achievement was analysed based on assessing rubric and scoring the percentage of minimal student achievement. The results showed: (1) the way of conducting problem based learning model is able to enhance students’ mathematical communication namely applying problem based learning model based on the steps of the model that have been improved to 12 steps, stress on students’ activity in each step, pose contextual problems based on real world problems, guides to applying steps of mathematical communication in each students’ worksheet (LKPD), and give real appreciation to students who ask and respond teachers’ questions and (2) students’ achievement in cycle I that achieve the minimal students’ achievement only 44%, meanwhile in cycle II increase to be 100%, on the other hand, students mathematical communication in cycle I only 60% students achieve the minimal students’ achievement increase to be 95,83% in cycle II . The Result showed that that 91,67% students only write the given information, 93,75% students only write the asking-problems, 85,42% students successfully make model/mathematical representation, 100% students write the formulas, 97,92% students write calculating operation, 85,42% students solve problems in well ordering and 97,92% students write summaries

Development of a Problem Based Learning Media to Build Mathematical Communication Capabilities Students of Class VIII Junior High School

“…The results of research conducted by Duskri et al (2017), showed mathematical communication skills of students in the first cycle reached 60% completeness then in the second cycle increased to 95.83%. The way to apply PBL models in class IX-6 Banda Aceh 8 Middle School that can improve mathematical communication skills is to apply according to the PBL model phase to give contextual problems and in accordance with the real world of students, guide the mathematical communication steps that appear in each LKPD, and give a real appreciation to every student who asks or responds to questions.…”

Penerapan Problem-Based Learning Berbantuan Edmodo untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa Kelas XI di SMA Negeri 11 Medan T.A. 2022/2023

“…Demikian pula dengan penelitian oleh (Duskri et al, 2017) yang mengemukakan bahwa kemampuan komunikasi matematis siswa mengalami peningkatan menjadi 95,83% tuntas pada siklus II dengan pemberian penegasan dan bimbingan dalam LKPD dan pemberian penghargaan kepada siswa yang merespon pertanyaan. Selanjutnya, penelitian yang dilakukan oleh (Kadir, 2020)…”

Pengembangan Perangkat Pembelajaran Aljabar Berbasis Problem Based Learning untuk Mendukung Kemampuan Komunikasi Matematika Siswa Sekolah Menengah Pertama

“…Dan kelima, menganalisis dan mengevaluasi proses pemecahan masalah. Tahapan ini merupakan refleksi setelah melaksanakan pembelajaran berbasis masalah Model PBL juga dapat meningkatkan komunikasi matematika dan pemecahan masalah (Duskri, Maidiyah, Risnawati & Ilham, 2017), bahkan model PBL dapat meningkatkan komunikasi matematika dan kepercayaan diri siswa (Kumala, Waluyo & Siswanto, 2019).…”