PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN LITERASI MATEMATIS BERDASARKAN KATEGORI RESILIENSI MATEMATIS PADA SISWA SEKOLAH MENENGAH ATAS

Riscko Surya Hermawan, - and Dadan Dasari, - and Lukman, - (2025) PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN LITERASI MATEMATIS BERDASARKAN KATEGORI RESILIENSI MATEMATIS PADA SISWA SEKOLAH MENENGAH ATAS. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini mengkaji pengaruh model Problem-based Learning (PBL) terhadap kemampuan literasi matematis siswa Sekolah Menengah Atas, dengan mempertimbangkan kategori resiliensi matematis mereka. Matematika merupakan mata pelajaran esensial untuk pengembangan kognitif dan prestasi siswa, serta penting dalam pemecahan masalah kehidupan modern. Namun, kemampuan literasi matematis di Indonesia masih menjadi tantangan, dipengaruhi oleh faktor-faktor seperti ketergesaan siswa, kurangnya ketelitian, kesalahan penulisan simbol, rumus tidak lengkap, dan kurangnya inovasi pengajar. Di sisi lain, resiliensi matematis, yang didefinisikan sebagai sikap gigih, percaya diri, dan antusias dalam menghadapi kesulitan matematika, merupakan soft skill penting yang memengaruhi literasi matematis. Siswa dengan resiliensi tinggi cenderung lebih mampu mengontrol emosi, bersikap optimis, berinteraksi sosial, dan kreatif dalam memecahkan masalah. Model problem-based learning, yang berfokus pada masalah nyata, mendukung pemikiran kritis dan kreatif siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain non-equivalent group design. Sampel diambil menggunakan teknik purposive sampling dari siswa kelas X di salah satu SMA Negeri di Kota Bandung. Data dikumpulkan melalui pre-test dan post-test literasi matematis, serta angket resiliensi matematis, kemudian dianalisis dengan IBM SPSS 26 dan Microsoft Excel. Hasil analisis menunjukkan bahwa model Problem-based Learning tidak memiliki pengaruh signifikan terhadap kemampuan literasi matematis secara keseluruhan. Hal ini kemungkinan disebabkan oleh durasi perlakuan yang singkat (hanya 3 pertemuan), di mana pengembangan literasi matematis yang kompleks membutuhkan adaptasi lebih lama. Selain itu, ditemukan kemiripan dalam proses menjawab tes antara kelas eksperimen dan kelas kontrol, karena model pembelajaran konvensional di kelas kontrol secara tidak langsung menerapkan beberapa langkah yang menyerupai model Problem-based Learning. Namun, resiliensi matematis secara signifikan memengaruhi kemampuan literasi matematis siswa. Tidak ditemukan interaksi signifikan antara model Problem-based Learning dan resiliensi matematis terhadap literasi matematis. Ini menyiratkan bahwa resiliensi adalah kemampuan diri sendiri yang konsisten memengaruhi literasi matematis, terlepas dari metode pembelajaran. This research investigates the influence of the Problem-based Learning (PBL) model on the mathematical literacy ability of High School students, considering their categories mathematical resilience. Mathematics is a crucial subject for cognitive development and student achievement, and it is important in solving modern life problems. However, mathematical literacy, the ability to identify, interpret, use, and communicate information to solve daily problems, remains a challenge in Indonesia. Factors such as student haste, lack of thoroughness, incorrect symbol notation, incomplete formulas, and lack of educator innovation contribute to low mathematical literacy. Additionally, mathematical resilience, defined as a tenacious, confident, and enthusiastic attitude when facing mathematical difficulties, is an important soft skill that affects mathematical literacy. Students with high resilience are better able to control their emotions, be optimistic, have good social interactions, and be creative in solving problems. The Problem-based Learning model, as a teaching model focused on real-world problems, supports students' critical and creative thinking. This study used a quantitative approach with a quasi-experimental method and a non-equivalent group design. Samples were selected using a purposive sampling technique from class X students in a State High School in Bandung. Data were collected through pre-test and post-test for mathematical literacy ability, and a mathematical resilience questionnaire, then analyzed with IBM SPSS 26 and Microsoft Excel. The analysis results showed that the Problem-based Learning model did not have a significant influence on overall mathematical literacy ability. This is likely due to the short duration of the intervention (only 3 meetings), where the development of complex mathematical literacy requires a longer adaptation period. Furthermore, similarities were found in the test answering process between the experimental and control classes, as the conventional learning model in the control class indirectly applied some steps resembling the Problem-based Learning model. However, mathematical resilience significantly influenced students' mathematical literacy ability. There was no significant interaction between the Problem-based Learning model and mathematical resilience on mathematical literacy. This implies that resilience is an intrinsic ability that consistently affects mathematical literacy, regardless of the teaching method. Keywords: Problem-based Learning, Mathematical Literacy, Mathematical Resilience.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en ID SINTA Dosen Pembimbing: Dadan Dasari: 6000619 Lukman: 6675529
Uncontrolled Keywords:	Problem-based Learning, Literasi Matematis, Resiliensi Matematis. Problem-based Learning, Mathematical Literacy, Mathematical Resilience.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
Depositing User:	Riscko Surya Hermawan
Date Deposited:	13 Aug 2025 08:47
Last Modified:	13 Aug 2025 08:47
URI:	http://repository.upi.edu/id/eprint/135076

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