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Abstract

Tujuan dari penelitian ini melihat dampak dari penggunaan model pembelajaran problem based learning terhadap kecerdasan logika matematika. Penelitian ini merupakan penelitian kuantitatif dengan desain one group Pre-test dan post-test. Populasi penelitian ini siswa kelas XI di salah satu SMK di Kabupaten Sanggau, Indonesia, sampel penelitian ini berjumlah 15 orang siswa kelas XI Akutansi. Instrumen penelitian ini terdiri dari 5 soal uraian kecerdasan logika matematika tentang materi negasi, konjungsi, disjugsi, implikasi dan biimplikasi. Hasil uji normalitas data menggunakan uji statistik Kolmogorov Smirnov menunjukan bahwa data pre-test dan post-test tidak berdistribusi normal. Rerata skor kecerdasan logika sebelum mengikuti pembelajaran menggunakan model problem based learning sebesar 34. Sedangkan setelah mengikuti pembelajaran menggunakan model problem based learning rerata skor kecerdasan logika matematika siswa menjadi 96. Untuk melihat apakah terdapat perbedaan kecerdasan logika matematika sebelum dan sesudah mengikuti pembelajaran dilakukan menggunakan uji statistik Wilcoxon dimana hasil uji ini menunjukan bahwa nilai Asm. Sig. (2-tailed) hasil uji statistik sebesar 0,01 ‰¤ 0,05. Hal ini menunjukan terdapat perbedaan kecerdasan logika matematika sebelum dan setelah mengikuti pembelajaran menggunakan model problem based learning. Oleh karena itu, model problem based learning dapat digunakan sebagai alternatif untuk meningkatkan kecerdasan logika matematika.

The impact of problem-based learning model on logical-mathematical intelligence


Abstract

The purpose of this study is to examine the impact of the use of problem-based learning on logical-mathematical intelligence. This study is quantitative in nature, using one-group pre-test and post-test design. The population is grade XI students of one of senior vocational high schools in Sanggau district, Indonesia, and the sample is 15 students of the Accounting class. The research instrument is a test consisting of five questions of logical-mathematical intelligence about negation, conjunction, disjunction, implication, and bi-implication. The normality test using the Kolmogorov Smirnov showed that the pre-test and post-test data were not normally distributed. The average score of the students' logical-mathematical intelligence before they were treated using the problem-based learning model was 34 and after they were treated using the model, it was 96. To see if there was a difference in students' logical-mathematical intelligence before and after the treatment using the model, the Wilcoxon statistical test was used and it showed that the Asm value. Sig. (2-tailed) statistical test results of 0.01 ‰¤ 0.05, which means that there are differences in students' logical-mathematical intelligence before and after learning using the problem-based learning model. Therefore, the problem-based learning model can be used as one of the alternatives to improve logical-mathematical intelligence.

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