•  
  •  
 

PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika

Keywords

Penelitian tindakan kelas, problem-based learning, minat belajar, prestasi belajar matematika, classroom action research, learning interest, mathematics achievement

Document Type

Article

Abstract

Penelitian Tindakan Kelas (PTK) ini bertujuan untuk meningkatkan minat dan prestasi belajar matematika siswa dengan menerapkan Problem-based learning (PBL). Penelitian tindakan ini dilaksanakan dengan empat tahapan (perencanaan, pelaksanaan, pengamatan, dan refleksi), mengadaptasi model Kemmis dan Mc Taggart. Sebanyak 26 siswa kelas VII.B SMP Taman Dewasa Jetis Yogyakarta dijadikan sebagai subyek penelitian ini. Instrumen yang digunakan dalam pengumpulan data terdiri dari angket, lembar observasi, dan tes. Data minat dan keterlaksanaan pembelajaran dianalisis secara kualitatif, sedangkan data prestasi belajar dianalisis secara kuantitatif. Hasil analisis menunjukkan adanya peningkatan minat, serta prestasi belajar matematika yang tinggi dari kondisi awal siswa. Beberapa kesimpulan yang diperoleh antara lain sebagai berikut. Pertama, PBL telah meningkatkan minat belajar dan prestasi belajar siswa di kelas VII.B SMP Taman Dewasa Jetis, Yogyakarta, setelah dilakukan tindakan sebanyak dua siklus. Kedua, peningkatan minat belajar siswa disebabkan karena kedudukan siswa dalam PBL tidak lagi bersifat pasif. Ketiga, hadirnya berbagai masalah-masalah matematika yang dekat dengan konteks kehidupan sehari-hari siswa, membuat konsep matematika yang abstrak lebih mudah dipahami sehingga tidak hanya minat, tetapi prestasi belajar siswa juga mengalami peningkatan. Keempat, keberhasilan pelaksanaan PBL sangat ditentukan oleh konsistensi guru dalam melaksanakan perannya sebagai fasilitator pembelajaran. Sejumlah faktor yang mempengaruhi keberhasilan penelitian juga dibahas dalam artikel.

Problem-based learning in mathematics learning: Teacher's efforts to increase students' learning interest and achievement

Abstract

This classroom action research aims to increase learning interest and mathematics learning achievement of students by implementing the Problem-Based Learning (PBL). This action research conduct in four stages (planning, implementation, observation, and reflection) as the Kemmis dan Mc Taggart model suggests. A total of 26 students in class VII.B in SMP Taman Dewasa Jetis, Yogyakarta, were involved in this action research. The instruments used in data collection consisted of a questionnaire, observation sheet, and test. Data on learning interest and implementation of learning are analyzed qualitatively, while data on learning achievement are analyzed quantitatively. The results of the analysis showed an increase in interest, as well as high mathematics learning achievement from the initial conditions. Some conclusions obtained as follows. First, PBL has increased the learning interest and achievement of students in class VII.B of Taman Dewasa Jetis, Yogyakarta, after taking two cycles of action. Second, the increase in students' interest in learning is due to the position of students in the PBL that is no longer passive. Third, the presence of various mathematical problems that are close to the context of the daily life of students makes the abstract mathematical concepts more easily understood so that not only interest but student achievement also increases. Fourth, the success of implementing PBL is largely determined by the consistency of the teacher in carrying out his role as a facilitator of learning. Several factors that influenced the success of this research were discussed in the article.

Page Range

112 - 125

Issue

2

Volume

14

Digital Object Identifier (DOI)

10.21831/pg.v14i2.25034

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/25034

References

Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning: are they effective to improve student's thinking skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346-355. doi: https://doi.org/10.15294/jpii.v6i2.11100

Arends, R. I. (2012). Learning to teach (9th ed.). New York, NY: McGraw-Hill.

Atiyah, M. (1993). Mathematics: Queen and servant of the sciences. Proceedings of the American Philosophical Society, 137(4), 527-531. Retrieved from http://www.jstor.org/stable/987071

Balitbang Kemdikbud RI. (2012). Laporan hasil ujian nasional tahun pelajaran 2011-2012 [software]. Jakarta: Balitbang Kemdikbud RI.

Balitbang Kemdikbud RI. (2013). Laporan hasil ujian nasional tahun pelajaran 2012-2013 [software]. Jakarta: Balitbang Kemdikbud RI.

Balitbang Kemdikbud RI. (2014). Laporan hasil ujian nasional tahun pelajaran 2013-2014 [software]. Jakarta: Balitbang Kemdikbud RI.

Balitbang Kemdikbud RI. (2015). Laporan hasil ujian nasional tahun pelajaran 2014-2015 [software]. Jakarta: Balitbang Kemdikbud RI.

Djidu, H., & Jailani, J. (2017). Aktivitas pembelajaran matematika yang dapat melatih kemampuan berpikir tingkat tinggi siswa. PRISMA, Prosiding Seminar Nasional Matematika, 1(1), 312-321. Retrieved from https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21614

Djidu, H., & Jailani, J. (2018). Developing problem based calculus learning model. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 2(1), 68-84. doi: https://doi.org/10.21831/jk.v2i1.12689

Djidu, H., & Retnawati, H. (2018). Cultural values-integrated mathematical learning model to develop HOTS and character values. In E. Retnowati, A. Ghufron, Marzuki, Kasiyan, A. C. Pierawan, & Ashadi (Eds.), Character education for 21st century global citizens (pp. 363-370). Yogyakarta: Routledge. doi: https://doi.org/10.1201/9781315104188-46

Enderson, M. C., & Ritz, J. (2016). STEM in general education: does mathematics competence influence course selection. The Journal of Technology Studies, 42(1), 30-40. doi: https://doi.org/10.21061/jots.v42i1.a.3

Erviana, L. (2016). Effect of students' learning interests, attitudes, and perception about teacher's teaching technique toward math learning outcomes in class VIII SMP Negeri in the District Bulukumba. Journal of Mathematics Education, 1(2), 27-32.

Jailani, J., Sugiman, S., & Apino, E. (2017). Implementing the problem-based learning in order to improve the students' HOTS and characters. Jurnal Riset Pendidikan Matematika, 4(2), 247-259. doi: https://doi.org/10.21831/jrpm.v4i2.17674

Leonard, L., & Supardi, U. S. (2010). Pengaruh konsep diri, sikap siswa pada matematika, dan kecemasan siswa terhadap hasil belajar matematika. Cakrawala Pendidikan, 29(3), 341-352. doi: https://doi.org/10.21831/cp.v3i3.362

MacKinnon, E. (2018). The role of a posteriori mathematics in physics. Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics, 62, 166-175. doi: https://doi.org/10.1016/j.shpsb.2017.09.002

Mendikbud RI. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 21 tahun 2016 tentang Standar Isi.

Ningrum, R. K. (2017). Meningkatkan kemampuan komunikasi matematis siswa menggunakan Problem-based learning berbasis flexible mathematical thinking. PRISMA, Prosiding Seminar Nasional Matematika, 1(1), 213-222. Retrieved from https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21620

Nübler, I. (2016). New technologies: A jobless future or a golden age of job creation? International Labour Office Research Department Working Paper, 13, 22-23. Retrieved from http://www.ilo.org/global/research/publications/working-papers/WCMS_544189/lang--en/index.html

Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers' knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2). 215-230. Retrieved from http://www.scientiasocialis.lt/pec/node/files/pdf/vol76/215-230.Retnawati_Vol.76-2_PEC.pdf

Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Indonesian Mathematical Society Journal on Mathematics Education, 2(2), 95-126. Retrieved from http://files.eric.ed.gov/fulltext/EJ1078641.pdf

Sukariasih, L., Saputra, I. G. P. E., Ikhsan, F. A., Sejati, A. E., & Nisa, K. (2019). Improving the learning outcomes of knowledge and inquiry skill domain on third grade students of SMP Negeri 14 Kendari through the guided inquiry learning model assisted by science kit. Geosfera Indonesia, 4(2), 175. doi: https://doi.org/10.19184/geosi.v4i2.10097

Susanti, G., & Rustam, A. (2018). The effectiveness of learning models realistic mathematics education and Problem-based learning toward mathematical reasoning skills at students of junior high school. Journal of Mathematics Education, 3(1), 33-39. doi: https://doi.org/10.31327/jomedu.v3i1.534

Teledahl, A. (2017). How young students communicate their mathematical problem solving in writing. International Journal of Mathematical Education in Science and Technology, 48(4), 555-572. doi: https://doi.org/10.1080/0020739X.2016.1256447

TurÅŸucu, S., Spandaw, J., Flipse, S., & de Vries, M. J. (2017). Teachers' beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education. International Journal of Science Education, 39(5), 587-604. doi: https://doi.org/10.1080/09500693.2017.1296981

Download

Share

COinS