Penerapan Pembelajaran Problem-Based Instruction Melalui Model Konstruktivisme Pada Materi Program Linear Siswa Kelas X SMK
DOI:
https://doi.org/10.31764/jtam.v2i2.723Keywords:
Hasil Belajar, Problem-Based Instructiction, Model Konstruktivisme, Program LinierAbstract
Abstrak: Dalam belajar matematika diperlukan pembelajaran yang dapat membangun pemahaman siswa yang didasarkan pada konsep-konsep dasar pemahaman yang dimiliki siswa itu sendiri. Oleh karenanya diharapkan guru mampu meningkatkan kemampuan berpikir dan memecahkan masalah peserta didik dalam Matematika khususnya pada materi program linear. Dengan menerapkan model pembelajaran berdasarkan masalah (Problem-based Instruction) peran guru adalah mengajukan masalah, mengajukan pertanyaan, memberikan kemudahan suasana berdialog dalam proses pemblajaran. Dari hasil pembelajaran yang dilakukan, diperoleh skor nilai rata-rata hasil tes belajar siswa sebesar 78, dimana nilai ketuntasan belajar secara klasikal adalah sebesar 81% dan ini menunjukkan bahwa dengan menerapkan model pembelajaran berdasarkan masalah dapat meningkatkan hasil belajar siswa pada pokok bahasan program linear.
Abstract: Learning mathematics requires learning that can build students' understanding based on the basic concepts of understanding possessed by the students themselves. Therefore the teacher is expected to be able to improve the ability to think and solve the problems of students in Mathematics, especially in linear program material. By applying a learning model based on a problem (Problem-based Instruction) the role of the teacher is to raise problems, ask questions, provide an atmosphere of dialogue in the learning process. From the results of the learning done, the average score of the student learning test results is 78, where the classical learning completeness value is 81% and this shows that applying problem based learning models can improve student learning outcomes in linear program material.References
Abbas, Nurhayati. (2000). Pengembangan Perangkat Pembelajaran Matematika Berorientasi model Pembelajaran Berdasarkan Masalah (Problem-based Instruction. Makalah Komprehensif. Program Studi Pendidikan Matematika Program Pascasarjana Universitas Negeri Surabaya.
Abraham, Michael and Renher W, John, 1986. The Sequence of Learning Cycle Activities in High School Chemestry. Journal of Research in Science Teaching, 23(3), 121-143.
Arikunto, Suharsimi. (2010). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta
Arends, Richard I. (1997). Classroom Instruction and Management. New York: McGraw-Hill.
Krulik dan Reys. (1980). Problem solving in School Mathematics. Washington D.C :NCTM.
Purwanto. (2013). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar
Slavin, Robert E. (1994). Educational Psychology: Theories and Practice. Fourth Edition. Masschusetts. Allyn and Bacon Publishers.
Sugiyono. (2013). Metodologi Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D), Cet .X. Bandung: Alfabeta.
Downloads
Published
Issue
Section
License
Authors who publish articles in JTAM (Jurnal Teori dan Aplikasi Matematika) agree to the following terms:
- Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
