PENGARUH MODEL PROBLEM-BASED LEARNING MENGGUNAKAN PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA SD

    Putri Rimadona, - and Wahyudin, - (2025) PENGARUH MODEL PROBLEM-BASED LEARNING MENGGUNAKAN PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA SD. S2 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan keefektifan pengaruh Problem-Based Learning (PBL) menggunakan pendekatan open-ended terhadap kemampuan penalaran matematis siswa sekolah dasar. Metode penelitian yang digunakan adalah kuantitatif dengan tipe kuasi eksperimen. Desain penelitan yang digunakan adalah one group pre-test post-test group design dan pre-test post-test control group design. Kelas kontrol mengimplementasikan pembelajaran langsung dan kelas eksperimen mengimplementasikan model PBL menggunakan pendekatan open-ended. Sampel yang digunakan pada penelitian adalah kemampuan penalaran matematis siswa kelas IV SD salah satu SD negeri di Kota Bandung sebanyak 24 siswa di kelas kontrol dan 24 siswa di kelas eksperimen. Instrumen yang digunakan adalah tes penalaran matematis materi pecahan. Hasil penelitian menunjukkan 1) rata-rata perolehan siswa yang memperoleh pembelajaran PBL menggunakan pendekatan open-ended lebih tinggi dari pada siswa yang memperoleh pembelajaran langsung; 2) PBL dan pembelajaran langsung berpengaruh secara signifikan terhadap kemampuan penalaran matematis, dan 3) peningkatan kemampuan penalaran spasial siswa yang memperoleh pembelajaran PBL dan pembelajaran langsung berada pada kategori sedang, 4) dan terdapat perbedaan pengaruh model PBL menggunakan pendekatan open-ended dan pembelajaran langsung pada perolehan dan peningkatan kemampuan penalaran matematis siswa sekolah dasar.

    This study aims to analyze and describe the effectiveness of Problem-Based Learning (PBL) using an open-ended approach on mathematical reasoning ability of elementary school students. The research method used is quantitative with quasi-experimental type. The research design used was one group pre-test post-test group design and pre-test post-test control group design. The control class implemented direct learning and the experimental class implemented PBL model using open-ended approach. The sample used in the study was the mathematical reasoning ability of fourth grade students of one of the public elementary schools in Bandung consisting of 24 students in the control class and 24 students in the experimental class. The instrument used was a mathematical reasoning test on fraction material. The results showed 1) the average score of students who obtained PBL learning using an open-ended approach was higher than that of students who obtained direct learning; 2) PBL and direct learning have a significant effect on mathematical reasoning ability, and 3) the improvement of spatial reasoning ability of students who get PBL learning and direct learning is in the medium category, 4) and there is a difference in the effect of PBL model using open-ended approach and direct learning on the obtaining and improving mathematical reasoning ability of elementary school students.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S2)
    Additional Information: https://scholar.google.com/citations?view_op=list_works&hl=en&user=1JOW3cAAAAAJ ID SINTA Dosen Pembimbing: Wahyudin: 5991845
    Uncontrolled Keywords: Problem-Based Learning, Open-Ended, Kemampuan Penalaran Matematis, Sekolah Dasar Problem-Based Learning, open-ended, Mathematical Reasoning Ability, Fractions
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education > LB1501 Primary Education
    L Education > LC Special aspects of education
    Divisions: Sekolah Pasca Sarjana > Pendidikan Dasar S-2
    Depositing User: Putri Rimadona
    Date Deposited: 10 Mar 2025 07:35
    Last Modified: 10 Mar 2025 07:35
    URI: http://repository.upi.edu/id/eprint/131596

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