PENERAPAN PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN PENGETAHUAN PROSEDURAL MATEMATIKA SISWA SMP
Abstract: This study was aimed
to determine (1) the differences between students' understanding of
mathematical concepts to acquire problem-based learning with students receiving
regular learning. (2) to knowing the differences in procedural knowledge of mathematics
among students who received problem-based learning with students that receive
the regular learning. (3) Describe the range of students' answers in solving
the problem for both groups of each point about the understanding of concepts
and procedural knowledge. (4) to knowing the thoroughness learning of students
who received problem-based learning. (5) to knowing the students responses to
problem-based learning. This study is a quasi-experimental research. The
population was students in the junior class VIII Padangsidimpuan accredited in
2010. The instrument used test understanding of concepts, procedural knowledge
tests and questionnaires on student responses. The instrument is deemed to have
qualified to validite the contents, as well as understanding of the concept of
test coefficient reliability of 0.94 and 0.90 for procedural knowledge test.
Data analysis was performed by descriptive analysis to describe the exhaustiveness of student
learning, the variety of answers to students and student responses to learning
activities analyse by t test. The result showed that: (1) there is a difference
of the understanding of the concept among students who received problem-based
learning compared with normal learning, where the problem-based learning can further
enhance students' understanding of concepts than with ordinary learning. (2)
there is a difference between the procedural knowledge among students who
received problem-based learning compared with normal learning, where the
problem-based learning can further improve procedural knowledge of mathematics
students with the usual learning. (3) Variety of students' answers in a
problem-based learning is more varied when compared with regular students in
learning the answers. (4) understanding the concepts of students with
problem-based learning with the complete percentage is 77.14% and in procedural
knowledge with the students problem-based learning with the complete percentage
is 88.57%. (5) there is a positive response to students' problem-based learning
activities.
Keywords: understanding
of concepts, procedural
knowledge, problem-based learning,
the range of students' answers, thoroughness learning,
students responses
Penulis: Nurfauziah Siregar,
Dian Armanto, Sahat Saragih
Kode Jurnal: jpmatematikadd120099
