EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN PROBLEM POSING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWAKELAS VIII SMP NEGERI DI KABUPATEN BANYUMAS TAHUN PELAJARAN 2013/2014
Abstract: The objective of
this research was to investigate the effect of the learning models on the
learning achievement in Mathematics viewed from the reasoning ability of the
students. The learning models compared were the problem based learning model,
the problem posing learning model, and the direct learning model. This research
used the quasi experimental research method. Its population was all of the
students in Grade VIII of State Junior Secondary Schools of Banyumas regency in
Academic Year 2013/2014. The samples of the research were the students of State
Junior Secondary School 4 of Purwokerto, State Junior Secondary School 2 of
Sokaraja, and State Junior Secondary School 2 of Baturraden. They were taken by
using the stratified cluster random sampling. The instruments used to gather
the data of the research were test of learning achievement in Mathematics and
test of reasoning abilities. The data were analyzed by using the two-way
analysis of variance with unbalanced cells. The results of the research are as
follows. 1) The problem-based learning model results in the same good learning
achievement in Mathematics as the problem posing learning model but results in
a better learning achievement in Mathematics than the direct learning model,
and the problem posing learning model results in a better learning achievement
in Mathematics than the direct learning model. 2) The students with the high
reasoning ability have a better learning achievement in Mathematics than those
with the moderate and low reasoning abilities, and the students with the
moderate reasoning ability have a better learning achievement in Mathematics
than those with the low reasoning ability.
3) In the students with the high reasoning ability, the problem-based
learning results in the same good learning achievement in Mathematics as the
problem posing model but results in a better learning achievement in
Mathematics than the direct learning model, and the problem posing model
results in the same good learning achievement in Mathematics as the direct
learning model. In the students with the moderate and low reasoning abilities,
the problem-based learning, the problem posing learning model, and the direct
learning model result in the same learning achievement in Mathematics. 4) In
the problem-based learning, the students with the high reasoning ability have a
better learning achievement in Mathematics than those with the moderate an low
reasoning abilities, and the students with the moderate reasoning ability have
the same learning achievement in Mathematics as those with the low reasoning
ability. In the problem posing learning model, the students with the high
reasoning ability have the same learning achievement in Mathematics as those
with the moderate reasoning ability, but the students both with the high and
moderate reasoning abilities have a better learning achievement in Mathematics
than those with the low reasoning ability. In the direct learning model, the
students with the high, moderate, and low reasoning abilities have the same
learning achievement in Mathematics.
Penulis: Juwita Rini, Budiyono,
Imam Sujadi
Kode Jurnal: jpmatematikadd140189
