Irfan Supriatna, - (2024) PENGARUH IMPLEMENTASI MODEL PROBLEM-BASED LEARNING (PBL) DAN INQUIRY-BASED LEARNING (IBL) TERHADAP PEROLEHAN DAN PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS (KPM) DENGAN MEMPERHATIKAN TINGKAT MOTIVASI BELAJAR SISWA. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Berdasarkan beberapa hasil penelitian menyatakan bahwa kemampuan pemahaman matematis siswa SD belum optimal, sehingga tujuan penelitian untuk menganalisis dan memperoleh gambaran secara komprehensif tentang pengaruh implementasi model PBL dan IBL terhadap perolehan dan peningkatan kemampuan pemahaman matematis siswa dengan memperhatikan tingkat motivasi belajar, serta diperolehnya konjektur yang mengaitkan skor motivasi belajar dengan kemampuan pemahaman matematis dalam menyelesaikan soal geometri segi banyak. Metode penelitian ini adalah mixed method dengan desain explanatory sequential. Tahapan kuantitatif digunakan penelitian deskriptif, kuasi eksperimen dengan jenis one group pretest-postest design dengan desain faktorial 3 x 2 dan regresi linear. Tahapan kualitatif digunakan rancangan case study dengan perspektif grounded theory prosedur sistematis. Sampel dalam penelitian ini siswa kelas IV SDN Girimukti, Kabupaten Ciamis berjumlah 28 siswa. Hasil penelitian menunjukkan (i) PBL berpengaruh secara signifikan terhadap perolehan kemampuan pemahaman matematis dengan kriteria rendah, (ii) PBL berpengaruh lebih tinggi daripada IBL terhadap peningkatan kemampuan pemahaman matematis pada materi luas dan keliling segibanyak, (iii) terdapat korelasi positif antara tingkat motivasi dengan perolehan kemampuan pemahaman matematis yang artinya R squared sebesar 0,567 atau 56,7% sedangkan 43,3% dipengaruhi oleh faktor-faktor lainnya dengan persamaan regresi Y = 31,725 + 0,704X , bermakna bahwa setiap variabel X (motivasi belajar) naik 1 satuan, maka variabel Y (Kemampuan Pemahaman Matematis) naik sebesar 0,704 satuan, (iv) Kemampuan pemahaman matematis siswa dengan motivasinya tinggi yang belajar dengan PBL tergambarkan oleh siswa yang mampu mendefinisikan konsep secara verbal dan tulisan, mengidentifikasi dan membuat contoh dan bukan contoh, menggunakan simbol-simbol, dan mengidentifikasi sifat-sifat suatu konsep. Based on some research results, it is stated that the mathematical understanding ability of elementary school students is not optimal, so the purpose of the study is to analyze and obtain a comprehensive picture of the effect of the implementation of PBL and IBL models on the acquisition and improvement of students' mathematical understanding abilities by taking into account the level of learning motivation, as well as obtaining a conjecture that links learning motivation scores with mathematical understanding abilities in solving geometry problems. This research method is mixed method with sequential explanatory design. The quantitative stage used descriptive research, quasi-experiment with one group pretest-postest design with 3 x 2 factorial design and linear regression. Qualitative stages used a case study design with a grounded theory perspective systematic procedures.The sample in this study was fourth grade students of SDN Girimukti, Ciamis Regency totaling 28 students. The research results show (i) PBL has a significant effect on the acquisition of mathematical understanding skills with low criteria, (ii) PBL has a higher effect than IBL on improving mathematical understanding skills on the area and perimeter of a segment, (iii) there is a positive correlation between the level of motivation and the acquisition of mathematical understanding skills which means R squared of 0.567 or 56.7% while 43.3% is influenced by other factors with the regression equation Y = 31, 725 + 0.704X, meaning that each variable X (learning motivation) increases by 1 unit, then variable Y (Mathematical Comprehension Ability) increases by 0.704 units, (iv) The mathematical understanding ability of students with high motivation who learn with PBL is illustrated by students who are able to define concepts verbally and in writing, identify and make examples and non-examples, use symbols, and identify the properties of a concept.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=OraXVuwAAAAJ&hl=id&oi=ao ID SINTA Dosen Pembimbing: Wahyudin: 5991845 Turmudi: 5991823 |
| Uncontrolled Keywords: | Kemampuan Pemahaman Matematis, Motivasi Belajar, Problem-Based Learning, dan Inquiry-Based Learning Mathematical Comprehension Ability, Learning Motivation, Problem-Based Learning, and Inquiry-Based Learning |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Dasar S-3 |
| Depositing User: | Irfan Supriatna |
| Date Deposited: | 17 Sep 2024 06:31 |
| Last Modified: | 17 Sep 2024 06:31 |
| URI: | http://repository.upi.edu/id/eprint/125010 |
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