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<http://repository.upi.edu/id/eprint/91179> <http://purl.org/dc/terms/title> "PENGARUH STRATEGI PEMECAHAN MASALAH TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS PESERTA DIDIK DI SEKOLAH DASAR"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://repository.upi.edu/id/eprint/91179> <http://purl.org/ontology/bibo/abstract> "Penelitian ini dilatarbelakangi oleh kurangnya kemampuan pemahaman matematis peserta didik dalam pembelajaran matematika di Sekolah Dasar. Hal ini ditunjukkan dengan hasil pretest kemampuan pemahaman matematis peserta didik yang masih rendah. Untuk mengatasi hal tersebut, peneliti memilih dan menggunakan Strategi Pemecahan Masalah. Tujuan dalam penelitian ini yaitu  mendeskripsikan kemampuan awal pemahaman matematis peserta didik dalam menyelesaikan soal cerita materi operasi hitung campuran sebelum dilakukan treatment, mendeskripsikan kemampuan pemahaman matematis peserta didik dalam menyelesaikan soal cerita materi operasi hitung campuran pada kelas eksperimen setelah dilakukan treatment dengan menggunakan strategi pemecahan masalah dan kelas kontrol setelah dilakukan treatment tanpa menggunakan strategi pemecahan masalah, mendeskripsikan pengaruh pada penerapan strategi pemecahan masalah terhadap skor kemampuan pemahaman matematis dalam menyelesaikan soal cerita materi operasi hitung campuran. Metode yang digunakan dalam penelitian ini adalah quasi eksperimental dengan desain penelitian Nonequivalent Control Group. Populasi dalam penelitian ini adalah peserta didik kelas III SD Negeri Sukamulya Kecamatan Bungursari Kota Tasikmalaya. Teknik pengumpulan data dilakukan dengan memberikan tes awal (pretest) kepada kelas eksperimen dan kelas kontrol. Kemudian diberi perlakuan (treatment) dengan menerapkan strategi pembelajaran pemecahan masalah pada kelas eksperimen dan kelas kontrol tanpa menggunakan strategi pemecahan masalah. Selanjutnya diberikan tes akhir (posttest) pada akhir pembelajaran. Hasil penelitian ditinjau dari aspek kognitif menunjukkan bahwa skor kemampuan pemecahan masalah kelas eksperimen mengalami peningkatan (gain normalized) sebesar 0,8802 atau 88,02% (kategori tinggi), dengan nilai rata-rata pretest peserta didik kelas eksperimen sebesar 4,20 dan nilai rata-rata posttest peserta didik kelas eksperimen sebesar 13,70. Berdasarkan hasil penelitian menunjukkan bahwa penerapan strategi pemecahan masalah terdapat perbedaan yang signifikan antara skor kemampuan pemahaman matematis peserta didik yang menerapkan strategi pemecahan masalah dan skor kemampuan pemahaman matematis peserta didik yang tidak menerapkan strategi pemecahan masalah. \r\nThis research is motivated by the lack of students' mathematical understanding abilities \r\nin learning mathematics in elementary schools. This is indicated by the results of the \r\npretest of students' mathematical understanding abilities which are still low. To overcome \r\nthis, researchers choose and use a Problem Solving Strategy. The purpose of this study is \r\nto describe students' initial mathematical understanding abilities in solving mixed \r\narithmetic operations material story questions prior to treatment, to describe students' \r\nmathematical understanding abilities in solving mixed arithmetic operations material \r\nstory questions in the experimental class after treatment using problem-solving strategies \r\nand control class after treatment without using a problem-solving strategy, describes the \r\neffect on the application of problem-solving strategies on scores of mathematical \r\nunderstanding skills in solving word problems on mixed arithmetic operations. The \r\nmethod used in this research is quasi-experimental with Nonequivalent Control Group \r\nresearch design. The population in this study were third grade students at SD Negeri \r\nSukamulya, Bungursari District, Tasikmalaya City. The data collection technique was \r\ncarried out by giving an initial test (pretest) to the experimental class and control class. \r\nThen given treatment (treatment) by applying problem solving learning strategies in the \r\nexperimental class and control class without using problem solving strategies. Then given \r\na final test (posttest) at the end of learning. The results of the study in terms of the \r\ncognitive aspect showed that the problem-solving ability score of the experimental class \r\nincreased (gain normalized) by 0.8802 or 88.02% (high category), with the pretest \r\naverage score of the experimental class students being 4.20 and the score the posttest \r\naverage of experimental class students was 13.70. Based on the results of the study, it \r\nwas shown that there was a significant difference in the application of problem-solving \r\nstrategies between the scores of students' mathematical understanding abilities who \r\napplied problem-solving strategies and the scores of students' mathematical \r\nunderstanding abilities who did not apply problem-solving strategies."^^<http://www.w3.org/2001/XMLSchema#string> .
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