Regha Regita Tiara Rani, - (2024) PENGARUH PROBLEM-BASED LEARNING DAN DIRECT INSTRUCTION TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA SD KELAS IV PADA MATERI POLA BILANGAN. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Penalaran matematis merupakan fondasi awal bagi siswa dalam belajar matematika, kemampuan ini penting dikuasai siswa, karena berperan dalam membantu siswa memahami konsep-konsep matematika serta memecahkan masalah secara logis. Namun, peningkatan kemampuan penalaran matematis sering kali menjadi tantangan yang harus dihadapi. Salah satu upaya untuk mengatasi hal tersebut adalah dengan menerapkan model pembelajaran yang tepat. Melalui penggunaan model pembelajaran Probelm-Based Learning (PBL) atau Direct Instruction (DI), siswa dapat lebih terfasilitasi dalam mengembangkan kemampuan penalaran mereka. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan pengaruh Project-Based Learning (PBL) dan Direct Instruction (DI) terhadap kemampuan penalaran matematis siswa pada materi pola bilangan. Metode penelitian yang digunakan adalah kuantitatif dengan tipe kuasi eksperimen. Desain penelitan yang digunakan adalah one group pretes-posttest design dan pretest-posttest control-group design. Kelas kontrol mengimplementasikan DI dan kelas eksperimen mengimplementasikan PBL. Subjek penelitian adalah siswa kelas IV di salah satu Sekolah Dasar di Kota Bandung sebanyak 27 siswa. Hasil penelitian menunjukkan (i) rata-rata perolehan siswa yang belajar dengan PBL lebih tinggi dari pada siswa yang belajar dengan DI; (ii) PBL dan DI berpengaruh secara signifikan terhadap kemampuan penalaran matematis siswa. Besar pengaruh PBL terhadap perolehan kemampuan matematis siswa ada pada kategori tinggi dan besar pengaruh model DI pada kategori rendah, (iii) peningkatan kemampuan penalaran matematis siswa yang belajar dengan PBL dan DI berada pada kategori sedang, (iv) PBL berpengaruh lebih tinggi terhadap perolehan kemampuan penalaran matematis siswa dibandingkan dengan DI. v) PBL berpengaruh lebih tinggi terhadap peningkatan kemampuan penalaran matematis siswa dibandingkan dengan DI. Mathematical reasoning serves as a foundational skill for students in learning mathematics. This ability is crucial for students, as it aids in understanding mathematical concepts and solving problems logically. However, enhancing students' mathematical reasoning abilities often presents a significant challenge. One of the strategies to overcome this challenge is by implementing the right teaching model. Through the use of Problem-Based Learning (PBL) or Direct Instruction (DI), students can be better supported in developing their reasoning abilities. This research aims to analyze and describe the impact of PBL and DI on students' mathematical reasoning abilities, focusing on number pattern topics. The study utilized a quantitative approach with a quasi-experimental design. Specifically, it employed both a one-group pretest-posttest design and a pretest-posttest control-group design. The control group applied DI, while the experimental group implemented PBL. The participants were 27 fourth-grade students from an elementary school in Bandung. The results revealed that: (i) the average achievement of students learning with PBL was higher than those learning with DI; (ii) both PBL and DI significantly influenced students' mathematical reasoning abilities, with PBL having a high impact and DI having a low impact; (iii) the improvement in students' reasoning abilities through both PBL and DI was categorized as moderate; (iv) PBL had a greater effect on students' mathematical reasoning achievement compared to DI; and (v) PBL had a stronger influence on enhancing students' mathematical reasoning abilities than DI.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.co.id/citations?view_op=list_works&hl=id&user=W7gul3UAAAAJ ID SINTA Dosen Pembimbing: Wahyudin: 5991845 |
| Uncontrolled Keywords: | Kemampuan penalaran matematis, Problem-Based Learning, Direct Instruction, Pola Bilangan Mathematical reasoning abilities, Problem-Based Learning, Direct Instruction, Number Patterns. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Dasar S-2 |
| Depositing User: | Regha Regita Tiara Rani |
| Date Deposited: | 29 Nov 2024 07:40 |
| Last Modified: | 29 Nov 2024 07:40 |
| URI: | http://repository.upi.edu/id/eprint/128706 |
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