Umi Supraptinah, Umi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING , PROBLEM BASED LEARNING, DAN THINK-TALK-WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Supraptinah, Umi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aims of this research were to find out: (1) which one that gives better mathematical problem solving abilities, among learning models of discovery learning (DL), problem based learning (PBL), or think-talk-write (TTW) using  scientific approach, (2) which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (3) in each learning model, which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (4) in each category of self regulated learning, which one that gives better mathematical problem solving abilities, among learning models of DL, PBL, or TTW using  scientific approach. This research was in quasi experimental. The population were all students of grade VIII State Junior High School in Sragen Regency on the second semester of 2014/2015 academic years. The samples were chosen by using stratified cluster random sampling and then selected 296 students. The instruments used for data collection were a questionnaire for self regulated learning of student and mathematical problem solving ability test in the form of essay. Hypothesis testing using two-way ANOVA with unbalanced cells, with a significance level of 5%. The results of research showed as follows. (1) PBL model using scientific approach to provide mathematical problem solving abilities is better than DL and TTW models using scientific approaches, while DL model is better than TTW model; (2) Students with high self regulated learning have  mathematical problem solving abilities better than medium or low self regulated learning, while students with medium and low self regulated learning have the same mathematical problem-solving ability; (3) In the DL, PBL, and TTW models using scientific approach, students with high, medium, or low self regulated learning have the same mathematical problem-solving ability; (4) For students with high self regulated learning, the use of DL and PBL models provide the same  mathematical problem-solving ability, the DL and TTW models provide the same  mathematical problem-solving ability, but  PBL model is better  than TTW model, for students with medium self regulated learning, PBL model provides mathematical problem-solving ability better than DL and TTW models, while DL and TTW models provide the same mathematical problem-solving ability, for students with low self regulated learning, the use of DL, PBL, and TTW models provide the same  mathematical problem-solving ability.Keywords: learning model, discovery learning, problem based learning, think talk write, scientific approach, self regulated learning
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING , PROBLEM BASED LEARNING, DAN THINK-TALK-WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Supraptinah, Umi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aims of this research were to find out: (1) which one that gives better mathematical problem solving abilities, among learning models of discovery learning (DL), problem based learning (PBL), or think-talk-write (TTW) using  scientific approach, (2) which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (3) in each learning model, which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (4) in each category of self regulated learning, which one that gives better mathematical problem solving abilities, among learning models of DL, PBL, or TTW using  scientific approach. This research was in quasi experimental. The population were all students of grade VIII State Junior High School in Sragen Regency on the second semester of 2014/2015 academic years. The samples were chosen by using stratified cluster random sampling and then selected 296 students. The instruments used for data collection were a questionnaire for self regulated learning of student and mathematical problem solving ability test in the form of essay. Hypothesis testing using two-way ANOVA with unbalanced cells, with a significance level of 5%. The results of research showed as follows. (1) PBL model using scientific approach to provide mathematical problem solving abilities is better than DL and TTW models using scientific approaches, while DL model is better than TTW model; (2) Students with high self regulated learning have  mathematical problem solving abilities better than medium or low self regulated learning, while students with medium and low self regulated learning have the same mathematical problem-solving ability; (3) In the DL, PBL, and TTW models using scientific approach, students with high, medium, or low self regulated learning have the same mathematical problem-solving ability; (4) For students with high self regulated learning, the use of DL and PBL models provide the same  mathematical problem-solving ability, the DL and TTW models provide the same  mathematical problem-solving ability, but  PBL model is better  than TTW model, for students with medium self regulated learning, PBL model provides mathematical problem-solving ability better than DL and TTW models, while DL and TTW models provide the same mathematical problem-solving ability, for students with low self regulated learning, the use of DL, PBL, and TTW models provide the same  mathematical problem-solving ability.Keywords: learning model, discovery learning, problem based learning, think talk write, scientific approach, self regulated learning
UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING Supraptinah, Umi
Jurnal Litbang Sukowati : Media Penelitian dan Pengembangan Vol 2 No 2 (2019)
Publisher : Badan Perencanaan Pembangunan Daerah, Penelitian dan Pengembangan Kabupaten Sragen

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.089 KB) | DOI: 10.32630/sukowati.v2i2.37

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) Bagaimana penerapan model Problem Based Learning (PBL) dapat meningkatkan kemampuan pemecahan masalah matematika, (2) Sejauh mana penerapan model PBL dapat meningkatkan kemampuan pemecahan masalah matematika, dan (3) Seberapa besar model PBL dapat meningkatkan hasil belajar matematika.  Subjek penelitian adalah siswa kelas VIII F Semester Genap SMP Negeri 1 Masaran tahun pelajaran 2016/2017. Penelitian ini dilaksanakan selama 5 bulan, yaitu mulai bulan Januari  sampai dengan bulan Mei 2017. Jenis penelitian ini adalah penelitian tindakan kelas yang terdiri dari 2 siklus, dengan langkah-langkah setiap siklus terdiri dari: perencanaan, pelaksanaan, observasi, dan refleksi. Analisis data dilakukan dengan teknik deskriptif kualitatif. Hasil penelitian yang diperoleh adalah: (1) Model PBL dapat meningkatkan kemampuan pemecahan masalah matematika jika guru menguasai dan dapat menggunakannya dengan baik sesuai langkah-langkah: orientasi siswa pada masalah, mendiagnosis masalah, melakukan penyelidikan individu atau kelompok, mengembangkan dan menyajikan hasil pemecahan masalah, serta evaluasi, (2)  Penerapan model PBL dapat meningkatkan kemampuan pemecahan masalah matematika siswa sebesar 7,52% dari 55,64% pada akhir siklus I menjadi 63,16% pada akhir siklus II, (3) Penerapan model PBL dapat meningkatkan hasil belajar aspek pemahaman konsep, yaitu nilai rata-rata ulangan harian siswa meningkat 10,86% dari 73,76% pada akhir siklus I menjadi 84.62%  pada akhir siklus II dan ketuntasan belajar siswa meningkat sebesar 22,58% dari 64,52% pada akhir siklus I meningkat menjadi 87,10%  pada akhir siklus II.