PENERAPAN MODEL PROBLEM-BASED LEARNING DENGAN PENDEKATAN PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA

Yuni Saula Amara, - (2024) PENERAPAN MODEL PROBLEM-BASED LEARNING DENGAN PENDEKATAN PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA. S1 thesis, Universitas Pendidikan Indonesia.

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Official URL: https://repository.upi.edu/

Abstract

Kemampuan berpikir kritis merupakan salah satu kemampuan yang sangat dibutuhkan siswa untuk memecahkan berbagai permasalahan pada pembelajaran matematika yang cenderung mengarah pada materi yang abstrak. Namun pada kenyataannya kemampuan berpikir kritis matematis siswa SMP masih tergolong rendah. Penelitian ini bertujuan untuk mengetahui pencapaian dan kualitas peningkatan kemampuan berpikir kritis matematis siswa yang memperoleh model pembelajaran Problem-Based Learning dengan pendekatan pembelajaran berdiferensiasi serta untuk mengetahui apakah kemampuan berpikir kritis matematis siswa yang memperoleh model Problem-Based Learning dengan pendekatan pembelajaran berdiferensiasi lebih tinggi daripada siswa yang mendapatkan pembelajaran Problem-Based Learning saja. Metode penelitian yang digunakan adalah metode quasi-experimental dengan desain penelitian non-equivalent control group design. Populasi dalam penelitian ini adalah siswa kelas VIII di salah satu SMPN yang ada di Kota Bandung, sedangkan sampel yang terpilih adalah dua kelas dari populasi. Pembelajaran di kelas eksperimen menggunakan model Problem-Based Learning dengan pendekatan pembelajaran berdiferensiasi, sedangkan kelas kontrol menggunakan model Problem-Based Learning saja. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes kemampuan berpikir kritis matematis. Hasil penelitian menunjukkan (1) pencapaian kemampuan berpikir kritis matematis siswa SMP yang memperoleh model Problem-Based Learning dengan pendekatan pembelajaran berdiferensiasi lebih tinggi dibandingkan dengan siswa yang memperoleh Problem-Based Learning saja. Kemudian, kualitas peningkatan kemampuan berpikir kritis matematis siswa SMP yang memperoleh model Problem-Based Learning dengan pendekatan pembelajaran berdiferensiasi termasuk dalam kategori sedang. (2) kemampuan berpikir kritis matematis siswa SMP yang memperoleh model Problem-Based Learning dengan pendekatan pembelajaran berdiferensiasi lebih tinggi dibandingkan dengan siswa yang memperoleh Problem-Based Learning saja. Critical thinking skills are one of the abilities that students need to solve various problems in mathematics learning which tends to lead to abstract material. However, in reality, the mathematical critical thinking ability of junior high school students is still relatively low. This study aims to determine the achievement and quality of improvement in mathematical critical thinking skills of students who get Problem-Based Learning model with differentiated learning approach and to find out whether the mathematical critical thinking skills of students who get Problem-Based Learning model with differentiated learning approach are higher than students who get Problem-Based Learning alone. The research method used was quasi-experimental method with non-equivalent control group design. The population in this study were VIII grade students in one of the middle schools in Bandung City, while the selected samples were two classes from the population. The experimental class used Problem-Based Learning model with differentiated learning approach, while the control class used Problem-Based Learning model only. The instrument used in this research is a mathematical critical thinking ability test instrument. The results showed (1) the achievement of mathematical critical thinking skills of junior high school students who obtained the Problem-Based Learning model with a differentiated learning approach was higher than students who obtained Problem-Based Learning alone. Then, the quality of the improvement of mathematical critical thinking skills of junior high school students who obtained the Problem-Based Learning model with a differentiated learning approach was included in the moderate category. (2) the mathematical critical thinking skills of junior high school students who obtained the Problem-Based Learning model with a differentiated learning approach were higher than those of students who obtained Problem-Based Learning alone.

Item Type: Thesis (S1)
Additional Information: https://scholar.google.com/citations?hl=en&user=pG1oRe0AAAAJ ID SINTA Dosen Pembimbing: Nanang Priatna: 5980973 Entit Puspita: 5986409
Uncontrolled Keywords: Kemampuan Berpikir Kritis Matematis, Problem-Based Learning, Pembelajaran Berdiferensiasi Mathematical Critical Thinking Ability, Problem-Based Learning, Differentiated Learning
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika
Depositing User: Yuni Saula Amara
Date Deposited: 05 Sep 2024 03:58
Last Modified: 05 Sep 2024 03:58
URI: http://repository.upi.edu/id/eprint/122851

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