Pengembangan Perangkat Pembelajaran Matematika Berbasis Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik Kelas VIII

Abstract

Based on the results of preliminary studies at grade VIII SMP in the field, it is still found a mathematical problem solving ability of students in real problem who have not optimally and students activities do not support their learning process. One of the factor is unsuitable of learning tools that can be facilitate learners to improve solving of mathematical problems ability and student's activities to learn. From that case, to be underlying to do development learning tools of mathematics, there are plan lesson plan (RPP) and student's worksheet (LKPD) on Problem Based Learning (PBL), which can provide a learning experience to learn problem solving and can provide a good potential effects on student's activities during the learning proccess. Data were collected through observation, questionnaires, interviews, and test problem solving abilities. The subjects of this research are students grade VIII SMP N 3 Sawahlunto. This research development is used Plomp mode consists of phase preliminary research, prototype phase, and assessment phase. Based on the data analysis result, it was showed that the learning equipment based on PBL has fulfilled valid criteria in term of content and construct. The lesson equipment has been considered as practical in terms of implementation and the efficiency of time use by teachers and students. The lesson equipment has also been effective in terms of process the presentation mastery learning students after using the device based learning problem-based learning is greater than or equal to 75% while in terms of results the average student has been active in the learning. Based on these results, it can be concluded that the mathematics lesson equipment based on PBL which was conducted to student's of class VIII was valid, practical, and effective.

Students' Critical Thinking Skills in Islamic Schools: The Effect of Problem-Based Learning (PBL) Model

“…Some relevant learning models used in learning include; team assisted individualized learning model (Mardiani, Maasawet, & Hardoko, 2018), 7E cycle learning model (Balta, 2016), and Problem-Based Learning (PBL) model (Bakar & Panjaitan, 2018;Haruehansawasin & Kiattikomol, 2018). The syntax of the problem-based learning model is proven to be able to support the learning atmosphere so that it can improve various kinds of students' skills, such as understanding concepts (Tristanti, 2017), scientific literacy skills (Risqiana, N., Hidayat, A., Soepriyono, 2015), problem-solving (Yustianingsih, Syarifuddin, & Yerizon, 2017), creative thinking (Nuswowati, Susilaningsih, Ramlawati, & Kadarwati, 2017), and critical thinking (Azizah, Fatmaryanti, & Ngazizah, 2014;Fauziah, 2013;Herzon & Utomo, 2018). In this case, the researcher used Problem-Based Learning model to improve students' critical thinking skills.…”

Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

“…2, 2018, Hal 199 -208 200 learning, their lack of desire to solve mathematical learning problems, and their avoidance in taking mathematics lessons. Based on previous research, the Problem Based Learning (PBL) strategy had been widely applied in learning (Aisida, 2017;Alfi, Sumarmi, & Amirudin, 2016;Amir, 2010;Anggraini & Masykur, 2018;Arifin Handoyo & Arifin, 2016;Choridah, 2013;Farhan & Retnawati, 2014;Fitri, 2011;Kartikasari, Rusdi, & Asyhar, 2016;Maulidiyahwarti, Sumarmi, & Amirudin, 2016;Murniyati & Winarto, 2018;Mustofa, Susilo, & Muhdhar, 2016;Pranawestu, Kharis, & Mariani, 2012;Primartadi, 2012;Saleh, 2013;Syaifulloh, 2016;Tristanti, 2017;Yustianingsih, Syarifuddin, & Yerizon, 2017) The research in improving the mathematics learning outcomes are currently being studied (Arifin Handoyo & Arifin, 2016;Asmawati & Wuryanto, 2014;Asmoro, 2017;Hasanah, 2016;Kristin & Rahayu, 2016;Larasati, 2014;Lusianti, 2013;Maulidiyahwarti et al, 2016;Pratiwi & Santosa, 2013;Primartadi, 2012;Sari, Ridlo, & Utami, 2016;Sarnoko, Ruminiati, &Setyosari, 2016;Sukardi, Susilo, & Zubaidah, 2015;Sumarni & Susanti, 2016;Tafakur & Suyanto, 2015;Taufik Aditia & Muspiroh, 2013;Tyas, 2014;Utami, Hastuti, Yatimah, Padmini, & Arroyan, 2013...…”

Pembelajaran Fiqih Berbasis Masalah melalui Kegiatan Musyawarah di Pondok Pesantren Al-Anwar Sarang Rembang

“…Baik secara kualitas maupun kuantitas, pembahasan fiqih masih sangat mendominasi di atas bidang-bidang ilmu lain. Meskipun, semua pesantren tentu saja mengajarkan ilmu alat, tafsir, tauhid, dan ilmu-ilmu lain, namun inti pendidikan pesantren salf sebenarnya terdiri dari karyakarya fiqih (Bruinessen, 1999) Mukhoyyaroh & Jazil, 2013;Saleh, 2013) dan pembelajaran berbasis masalah sendiri sebenarnya telah banyak dikaji dan diteliti dalam pembelajaran (Ainin, 2017;Ghofuri, Sanusi, & Krisdiana, 2014;Maulidiyahwarti et al, 2016;Mustofa, Susilo, & Muhdhar, 2016;Pranawestu, Kharis, & Mariani, 2012;Saleh, 2013;Widodo, 2016;Yustianingsih, Syarifuddin, & Yerizon, 2017), baik pada bidang fiqih maupun PAI secara umum, serta kegiatan musyawarah banyak dilakukan dalam pembelajaran (Hariyanto, 2014;Nurhayati, 2014)…”