This study aims to train ability of understanding the concepts comprehension and critical thinking skills of fourth grade students of SDN Jambu Hilir Baluti 2 through use learningmodelProblemBasedLearning in the matter of pollution and environmental ethics. This lesson is designed to enable students to find their own solutions through concrete actions. This type of research is an experimental study comparing students in two different classes be given treatment The study design using Counter Balanced Design. Subject of the study consisted of a control class and experimental class. The research data were collected through the instrument test the concept of multiple choice comprehension, and critical thinking in the form of an essay. Learning device consists of RPP, Activity Sheet Students, Test Mastery of Concepts and Skills Test Critical Thinking, then validated by experts and having been declared valid and appropriate, tested on grade IV SDN Jambu Hilir Baluti 2, in the first semester 2015/2016 academic year. The results showed that the validity of the learning device developed feasible, feasibility RPP performing well, increasing student-centered activities to students, student responses to the learning process gives a positive response, all students achieve mastery of concepts and critical thinking skills. Based on the results of data analysis can be concluded that the science teaching based on the modelofProblemBasedLearning to train mastery of concepts and critical thinking skills of elementary school students, have a valid, practical and effective so that used in learning activities.
The classroom action research was conducted in the fourth grade of SD N III Krasak Pecangaan Jepara with the research subject was 25 students in 2 cycles. Every cycle consisted of 4 steps; they are planning, acting, observing, and reflecting. The independent variable was the modelofProblemBasedLearning, while the dependent variable was the students’ achievement. The technique of data collection that used was by using observation, interview, documentation, and test. The data analysis that used was by using quantitative and qualitative.
The low activity of fifth grade students learn science 2 Mudal Temanggung Elementary School, this is because the focus mastery learning science theory and rote learning abilities of learners has become obstructed. Learning not involve students. Teachers do not use a variety oflearning models in learning activities so that students understand difficult material presented. Atmosphere oflearning activities has not run an active and fun. To overcome these problems then applied the modelofProblemBasedLearning with media power point. Formulation of the problem in this research is: How does the application of the ProblemBasedLearning with media power point to enhance science learning activities fifth grade students of SDN 2 Mudal? This study aims to increase student activity, teacher skills, and science learning outcomes Elementary School fifth grade students 2 Mudal Temanggung.
Abstract: The Improvement Mathematic Learning through ProblemBasedLearningModel IV Grade Students of SDN 1 Tamanwinangun. The purpose of this study is to describe the application of the modelofProblemBasedLearning in mathematics learning in the fourth grade elementary school. This research is Collaborative Classroom Action Research (CAR) using a research design cycle. Subject this research Elementary School students in grade IV state school 1 Tamanwinangun amounting to 32 students, consisting of 17 males and 15 females. This study was conducted in 3 (three) cycles. Each cycle consists of four elements, namely planning, implementation, observation, and reflection. The results showed that the application ofProblemBasedLearningmodel can improve the mathematic learning.
The study population was all Madrasah Aliyah class X in the second semester of the academic year 2014/2015. Samples were taken by purposive sampling that students MAN Causeway Bandar Simalungun (each class of 35 students experiment 1 and experiment 2 a total of 36 students) with a sample of 71 students. Each of the two classes are treated in the form of different models. The next classes are treated in the form ofProblemBasedLearningmodeloflearning called experimental class 1, class treated learningmodelProblemBasedLearning teringrasi Guided Inquiry called experimental class 2. The test instrument used to collect data from students in the experimental class 1 and class experiment 2, while the questionnaire instrument used to collect data on class ability komukatif experiment 1 and experiment 2. Analysis using Two Way Anova with SPSS 19 for Windows on a level of significance α = 0.05.
Type of this research is Quasi Experiment using Posttest-Only with Nonequivalent Control Group research design. Populations of this research are the whole students of X Social Majors of State Senior Highschool 1 Surakarta in academic year of 2014/2015. This research is using saturation sampling which results X Social 3rd class as the control class, X Social 2nd class as the 1st experiment class, and X Social 1st class as the 2nd experiment class. Data collecting techniques are using test. Data analysis is using One-way Anava test and Post- Anava test with Scheffe’s method with 5% significancy degree.
Salah satu ide kunci yang berasal dari Vygotsky pada aspek sosial pembelajaran adalah konsepnya tentang zone of proximal development. Menurut Vygotsky, peserta didik memiliki dua tingkat perkembangan yang berbeda yaitu tingkat perkembangan aktual dan tingkat perkembangan potensial. Tingkat perkembangan aktual adalah menentukan fungsi intelektual individu saat ini dan kemampuannya untuk mempelajari sendiri hal-hal tertentu. Individu juga memiliki tingkat perkembangan potensial yang oleh Vygotsky didefinisikan sebagai tingkat yang dapat difungsikan atau dicapai oleh indifidu dengan bantuan orang lain, misalnya guru, orang tua, atau teman sebayanya yang lebih maju. Zona yang terletak diantara tingkat perkembangan potensial peserta didik disebutnya sebagai zone of proximal development
PBL is also depicted as a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role ofproblem solvers confronted with non routine problems that reflects the real world.
IPA adalah studi mengenai alam sekitar, dalam hal ini berkaitan dengan cara mencari tahu tentang alam secara sistematis, sehingga IPA bukan hanya penguasaan kumpulan pengetahuan yang berupa fakta-fakta, konsep-konsep, atau prinsip-prinsip saja, tetapi juga merupakan suatu proses penemuan. Biologi merupakan bagian dari Ilmu Pengetahuan Alam (IPA). Pernyataan mengenai “Science is both a body of knowledge and a process”, diartikan oleh Cain & Evans (1990) bahwa IPA adalah kumpulan dari pengetahuan dan bagaimana proses untuk mendapatkan pengetahuan tersebut. IPA atau sains mengandung empat hal, yaitu: konten atau produk, proses atau metode, sikap dan teknologi (dalam Rustaman dkk, 2005).
The purposes of this study is to determine the effect learningmodelProblemBasedLearning-based Assessment for Learning and ProblemBasedLearning to mathematics achievement student, the effect of mathematical communication level (high, medium, low) to mathematics achievement student, as well as the interaction between the modeloflearning and communication of mathematics to mathematics achievement students. The population in this study is the seventh grade students of SMP Negeri 1 Ngemplak the school year 2015/2016. Sampling using cluster random sampling technique and elected class VIIE as the experimental class VII and class VII F as the control class. Collecting data using the method of documentation, testing, and questionnaires. The data used is the value of student competency test as the initial capability data, mathematics achievement test subject matter integers, and mathematical communication student questionnaire. Test instruments include the validity and reliability. Test the balance of the initial data using the t test. Analysis of data using two-way analysis of variance test with different cell with significance level of 5%. Previously, analysis prerequisite test that is testing method Liliefors normality and homogeneity test methods Bartlett. Based on hypothesis testing, we concluded that: (1) There are effect learningmodelProblemBasedLearning-based Assessment for Learning and ProblemBasedLearning to mathematics achievement student, (2) There are effect of mathematical communication level (high, medium, low) to mathematics achievement student, (3) There is no interaction between the application of mathematical models oflearning and communication to the mathematics achievement of students.
This present study aimed at investigating the difference in students’ mathematic learning achievement between students who were taught by using problembasedlearning and those who were treated by direct learning method of the fourth grade students of Ngedukelu Catholic Primary School. This was a quasi experimental research with non equivalent control group design. The sample was selected through multistages sampling where the class was selected through random sampling and intac group was applied to select the members of the sample. The population was 45 students of ngedukelu catholic primary school. From the total population number, 22 students were selected as the experimental group, while 23 students were as the control group. The researcher administered achievement test to gather the data, while t-test was used to test the hypothesis. However, before administering the t-test, gained score normalisation (GSn) was calculated. It was to gather the mean score of students’ mathematic learning achievement. The result of the calculation showed that the mean score of the experimental group was higher than the control group (0,49 > 0,29). Further, the t-test revealed that t value
Abstract: This research was aimed to determine: the effect ofmodelproblembasedlearning (PBL), project basedlearning (PjBL) and conventional learning to: biology learning outcomes of students in the matter of environmental pollution in SMA Negeri 2 Kota Tebingtinggi. A quasi-experiment research used pretest-posttest control group design. Samples were selected using random cluster sampling technique and divided into experiment and control classes. The tenth class of sains-2 was applied with conventional learning (control), the tenth class of sains-3 was applied with problembasedlearning (PBL), and the tenth class of sains-4 was applied with project basedlearning (PjBL). Data were analyzed using Analysis Covarian (anacova) at the level of significance α = 0.05 and followed by Tukey’s test with SPSS ver 21.0. The results showed that: There was an effect oflearningmodel to biology learning outcomes (P= 0,025). Biology learning outcomes that learned with problembasedlearning (81,46 ± 6,59) was higher than the project basedlearning (81,43 ± 10,14) and conventional learning (65,43 ± 7,10). Based on the results showed that problembasedlearning (PBL) is better than project basedlearning (PjBL) and conventional learning.
Table 3.6 Criteria Assessment of Student’s Psychomotor Domain 33 Table 3.7 Rubric of Student’s Learning Activity Assessment 33 Table 3.8 Criteria Assessment of Student’s Learning Activity 34 Table 4.1 Average Value, Deviation Standard and Variant 41 Table 4.2 Normality Test Data in Experimental and Control Class 42 Table 4.5 Homogeneity Test Data in Experimental
The data in this study were collected through prestest and posttest of the attitude of confidence, achievement oflearning mathematics, and problem solving skills. In terms of content validity, tests instruments and questionnaires fit for use according to the reviewer. In the terms of construct validity, based on the results of Confirmatory Factor Analysis (CFA), the attitude confidence showed that overall test results stating fit the model and the results for each parameter estimate also fit. The reliability tests of achievement oflearning mathematics was 0,774 with standard error measurement was 1,99. The problem solving skills reliability was 0,726 with standard error measurement was 2,82. The attitude confidence questionnaire reliability was 0,600 with standard error measurement was 3,87.
Persoalanya bagaimana menemukan cara yang tepat untuk menyampaikan berbagai konsep yang diajarkan sehingga siswa dapat menggunakan dan mengingat konsep tersebut serta mengaitkannya dalam kehidupan nyata, maka diperlukan lah model pembelajaran ProblemBased Instruction (PBI) yang merupakan model pembelajaran yang didasarkan pada banyaknya permasalahan yang membutuhkan penyelidikan autentik yakni penyelidikan yang membutuhkan permasalahan dan penyelesaian nyata yang memungkinkan siswa memahami konsep bukan sekedar menghapal konsep. Misalnya, suatu fenomena alam, mengapa tongkat seolah-olah kelihatan patah saat dimasukkan dalam air. Dari contoh permasalahan nyata jika, memungkinkan siswa memahami konsep bukan sekadar menghafal konsep.
This research is a classroom action research. The aims of this research is to describe th e application ofproblembasedlearningmodel, to determine the mathematical reasoning ability of eight grade students in junior high school 13 Jember in 2014/2015 Academic Year on the subject equation of a straight line. In this research using two learning cycles and each cycle consisting of planning, action, observation and reflection. Data collection techniques in this study is the documentation, interviews, observation, questionnaire and mathematical reasoning ability test methode. The subjects were students of class VIII th C with 36 students. The results obtained from this research is the study ofproblembasedlearningmodel goes well according to the steps in the promblem basedlearning models. The ability of students to each indicator mathematical reasoning ability has increased. Persentage of test total score aspects of mathematical reasoning abilities of students increased from 62,15% cycle I to 74,58% cycle II.
Tujuan umum pembelajaran matematika menurut National Council of Teachers of Matematics atau NCTM (2000) yaitu siswa harus mempelajari matematika melalui pemahaman dan aktif membangun pengetahuan baru dari pengalaman dan pengetahuan yang dimiliki sebelumnya. Untuk mewujudkan hal itu, dirumuskan lima standar pokok pembelajaran matematika, yaitu: pertama, belajar untuk berkomunikasi (mathematical communication); kedua, belajar untuk bernalar (mathematical reasoning); ketiga, belajar untuk memecahkan masalah (mathematical problem solving); keempat, belajar untuk mengaitkan pengertian ide (mathematical connections); dan kelima, pembentukan sikap positif terhadap matematika (positive attitudes toward mathematics).
Penelitian ini bertujuan untuk mengetahui. (1) perbedaan pengaruh model pembelajaran problembasedlearning berbasis penilaian portofolio, model pembelajaran problembasedlearning, dan model pembelajaran ekspositori terhadap hasil belajar matematika, (2) perbedaan pengaruh tingkat kemandirian belajar terhadap hasil belajar matematika, (3) interaksi antara model pembelajaran dan tingkat kemandirian belajar terhadap hasil belajar matematika. Jenis penelitian ini merupakan penelitian eksperimen dengan desain kuasi-eksperimental. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII semester genap SMP Negeri 3 Sawit tahun ajaran 2016/2017. Sampel penelitian terdiri dari tiga kelas, yaitu kelas eksperimen I yang diberi perlakuan problembasedlearning berbasis penilaian portofolio, kelas eksperimen II yang diberi perlakuan problembasedlearning, dan kelas kontrol yang diberi perlakuan ekspositori. Teknik pengambilan sampel menggunakan cluster random sampling. Teknik pengumpulan data peneliti ini menggunakan metode dokumentasi, angket, dan tes. Teknik analisis data menggunakan analisis variansi dua jalan dengan sel tak sama dengan taraf signifikan 5%. Berdasarkan pengujian hipotesis, diperoleh kesimpulan bahwa. (1) terdapat perbedaan pengaruh model pembelajaran problembasedlearning berbasis penilaian portofolio, model pembelajaran problembasedlearning, dan model pembelajaran ekspositori terhadap hasil belajar matematika, (2) terdapat perbedaan pengaruh tingkat kemandirian belajar siswa terhadap hasil belajar matematika, (3) tidak terdapat interaksi antara model pembelajaran dan tingkat kemandirian belajar terhadap hasil belajar matematika.