PENGARUH MODEL PEMBELAJARAN PROBLEM-BASED LEARNING TERHADAP LITERASI MATEMATIS SISWA MELALUI BENTUK SOAL ASESMEN KOMPETENSI MINIMUM

Muhammad Daffa Rizky Maulana, - and Al Jupri, - and Aan Hasanah, - (2025) PENGARUH MODEL PEMBELAJARAN PROBLEM-BASED LEARNING TERHADAP LITERASI MATEMATIS SISWA MELALUI BENTUK SOAL ASESMEN KOMPETENSI MINIMUM. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem-Based Learning (PBL) terhadap kemampuan literasi matematis siswa SMA. Latar belakang penelitian ini didasarkan pada pentingnya penguasaan literasi matematis dalam menghadapi tantangan pembelajaran abad ke-21, serta rendahnya kemampuan siswa dalam mengaitkan konsep matematika dengan konteks kehidupan nyata. Metode yang digunakan adalah kuasi eksperimen dengan desain non-equivalent control group design. Subjek penelitian berjumlah 72 siswa kelas X dari salah satu SMA di Kota Bandung, yang terbagi menjadi dua kelas: kelas eksperimen sebanyak 36 siswa yang menerima pembelajaran dengan model PBL, dan kelas kontrol sebanyak 36 siswa yang mendapatkan pembelajaran konvensional. Instrumen yang digunakan meliputi tes kemampuan literasi matematis, angket respons siswa, dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan secara statistik antara rata-rata hasil post-test siswa dan kelas eksperimen dan kelas kontrol. Rata-rata skor post-test dan nilai N-gain siswa pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol, dengan kategori peningkatan kemampuan berada pada rentang sedang hingga tinggi. Selain itu, respons siswa terhadap pembelajaran berbasis masalah menunjukkan kecenderungan yang sangat positif, terutama dalam indikator minat dan motivasi belajar. Keterlaksanaan pembelajaran pada kelas eksperimen juga tergolong sangat baik, baik dari aspek pelaksanaan oleh guru maupun partisipasi aktif siswa. Berdasarkan temuan tersebut, dapat disimpulkan bahwa model pembelajaran Problem-Based Learning berpengaruh positif dan signifikan terhadap peningkatan kemampuan literasi matematis siswa SMA. This study aims to investigate the effect of the Problem-Based Learning (PBL) model on high school students’ mathematical literacy skills. The background of this research is based on the importance of mastering mathematical literacy to meet the challenges of 21st-century learning, as well as the observed low ability of students to connect mathematical concepts with real-life contexts. The method employed in this study was a quasi-experimental design using a non-equivalent control group design. The research subjects consisted of 72 tenth-grade students from a senior high school in Bandung, divided into two groups: an experimental class of 36 students who received instruction through the PBL model, and a control class of 36 students who were taught using conventional methods. The instruments used included a mathematical literacy test, a student response questionnaire, and an observation sheet to assess the implementation of learning. The research findings revealed a statistically significant difference in the average post-test scores between the experimental and control classes. The experimental class demonstrated higher average post-test scores and N-gain values than the control class, with the level of improvement categorized as moderate to high. In addition, students’ responses to the PBL approach were generally very positive, particularly in terms of interest and motivation. The implementation of learning in the experimental class was also categorized as very good, both in terms of teacher performance and student engagement. Based on these findings, it can be concluded that the Problem-Based Learning model has a positive and significant impact on improving high school students' mathematical literacy skills.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en ID SINTA Dosen Pembimbing: Al Jupri: 5974523 Aan Hasanah: 6000349
Uncontrolled Keywords:	Problem-Based Learning, literasi matematis, pembelajaran matematika, kuasi eksperimen. Problem-Based Learning, mathematical literacy, mathematics learning, quasi experiment.
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
Depositing User:	Muhammad Daffa Rizky Maulana
Date Deposited:	07 Sep 2025 11:07
Last Modified:	07 Sep 2025 11:07
URI:	http://repository.upi.edu/id/eprint/137751

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