Keefektifan PBL seting kolaboratif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa

Tety Dwi Setyaningsih; Agus Maman Abadi

doi:10.21831/jrpm.v5i2.11300

Keefektifan PBL seting kolaboratif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa

Tety Dwi Setyaningsih, SMA Negeri 1 Maos, Cilacap, Indonesia
Agus Maman Abadi, Jurusan Pendidikan Matematika, Universitas Negeri Yogyakarta, Indonesia

10.21831/jrpm.v5i2.11300

Abstract

Penelitian ini bertujuan untuk mendeskripsikan mana yang lebih efektif antara PBL setting kolaboratif kelompok dan berpasangan ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Kalasan yang terdiri dari empat kelas. Kelas VII C dan VII D ditentukan sebagai sampel secara acak. Dari kedua kelas tersebut diberi instrumen pretest dan postest tentang prestasi belajar aljabar, kemampuan berpikir kritis dan angket kecemasan siswa. Untuk menguji keefektifan pembelajaran digunakan uji one sample t-test. Untuk menguji perbedaan keefektifan digunakan uji MANOVA dan untuk mengetahui pembelajaran mana yang lebih efektif digunakan uji independent sample t-test. Hasil penelitian menunjukkan: (1) PBL seting kolaboratif kelompok maupun berpasangan masing-masing efektif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa, (2) PBL seting kolaboratif kelompok lebih efektif dibandingkan PBL seting kolaboratif berpasangan ditinjau dari prestasi belajar aljabar, namun tidak terdapat perbedaan keefektifan ditinjau dari kemampuan berpikir kritis dan kecemasan siswa.

The effectiveness of PBL with collaborative setting in terms of algebraic achievement, critical thinking ability, and math anxiety

Abstract

This study aimed to describe which was more effective between PBL with grouped collaborative setting or paired collaborative setting in terms of the algebraic achievement, critical thinking ability, and mathematics anxiety. This research was quasi-experimental with the pretest-posttest nonequivalent comparison-group design. The research population included all 7^th grade students of SMP Negeri 3 Kalasan which consisted of four classes. Two classes were randomly established as the sample. Before and after the treatment, these two classes were given a pretest and posttest of algebraic achievements, critical thinking ability, and and questionnaire of math anxiety. To test the effectiveness of this study, the researcher used one sample t-test; to examine differences in the effectiveness, the researcher used MANOVA; to determine which learning model was more effective, the researcher used the independent sample t-test. The results of this study show that: (1) the PBL with grouped and paired collaborative setting were effective in terms of the algebraic achievements, critical thinking ability, and mathematics anxiety, (2) the PBL with grouped collaborative setting was more effective than that using the PBL with paired collaborative setting in terms of algebraic achievement, but no difference in the effectiveness in terms of critical thinking ability and math anxiety

Keywords

PBL; kolaboratif kelompok; kolaboratif berpasangan; prestasi belajar aljabar; berpikir kritis; kecemasan; grouped collaborative; paired collaborative; algebraic achievement; critical thinking ability; math anxiety

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DOI: https://doi.org/10.21831/jrpm.v5i2.11300