PERBANDINGAN MODEL PROBLEM-BASED LEARNING DAN DISCOVERY LEARNING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN KEAKTIFAN BELAJAR SISWA SMP

Dea Novianti, - and Aan Hasanah, - and Jarnawi Afgani Dahlan, - (2025) PERBANDINGAN MODEL PROBLEM-BASED LEARNING DAN DISCOVERY LEARNING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN KEAKTIFAN BELAJAR SISWA SMP. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk menganalisis kualitas peningkatan kemampuan komunikasi matematis, membandingkan perbedaan peningkatan kemampuan komunikasi matematis dan perbedaan peningkatan keaktifan belajar siswa SMP menggunakan model Problem-Based Learning dan Discovery Learning. Jenis penelitian ini adalah penelitian eksperimen dengan metode penelitian kuasi eksperimen. Desain penelitian yang digunakan adalah nonequivalent control group design. Subjek penelitian ini adalah siswa SMP kelas VIII di salah satu SMP Negeri Kota Cimahi. Sampel penelitian yang digunakan sebanyak dua kelas yang dipilih dengan teknik purposive sampling yaitu kelas eksperimen 1 yang diberi perlakuan Problem-Based Learning dan kelas eksperimen 2 yang diberi perlakuan Discovery Learning. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes kemampuan komunikasi matematis pada materi ukuran pemusatan data dan instrumen non-tes keaktifan belajar. Hasil penelitian menunjukan: (1) Kualitas peningkatan kemampuan komunikasi matematis siswa SMP yang memperoleh model Problem-Based Learning termasuk kategori sedang; (2) Peningkatan kemampuan komunikasi matematis siswa SMP yang memperoleh model Problem-Based Learning lebih tinggi dibandingkan dengan siswa yang memperoleh model Discovery Learning; (3) Keaktifan belajar siswa SMA yang memperoleh model Problem-Based Learning lebih tinggi dibandingkan dengan siswa yang memperoleh model Discovery Learning. This study aims to analyze the quality of improvement in students’ mathematical communication skills, to compare the differences in the improvement of mathematical communication skills, and the differences in learning activeness between students taught using the Problem-Based Learning (PBL) model and those taught using the Discovery Learning model. This research employed a quasi-experimental method with a nonequivalent control group design. The subjects of this study were eighth-grade students at a public junior high school in Cimahi. The sample consisted of two classes selected through purposive sampling: one experimental class that received Problem-Based Learning and one control class that received Discovery Learning. The instruments used in this study were a mathematical communication skills test on the topic of measures of central tendency and a non-test instrument to assess learning activeness. The results showed that: (1) The quality of improvement in mathematical communication skills among students taught using the PBL model was categorized as moderate; (2) The improvement in mathematical communication skills of students who received the PBL model was higher than that of students who received the Discovery Learning model; and (3) The learning activeness of students taught using the PBL model was also higher than that of those taught using the Discovery Learning model.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en&authuser=3&user=1d8mSiYAAAAJ ID SINTA Dosen Pembimbing Aan Hasanah: 6000349 Jarnawi Afgani Dahlan: 5974544
Uncontrolled Keywords:	Kemampuan Komunikasi Matematis, Keaktifan Belajar, Problem-Based Learning, Discovery Learning. Mathematical Communication Skills, Learning Activeness, Problem-Based Learning, Discovery Learning.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
Depositing User:	Dea Novianti
Date Deposited:	20 Aug 2025 06:51
Last Modified:	20 Aug 2025 06:51
URI:	http://repository.upi.edu/id/eprint/135911

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