Komparasi pendekatan matematika realistik dengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berfikir kritis,  dan prestasi belajar

Ida Trisnadati

doi:10.21831/pg.v13i1.21219

Komparasi pendekatan matematika realistik dengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berfikir kritis, dan prestasi belajar

Ida Trisnadati, Universitas Sains Al Qur’an, Indonesia

10.21831/pg.v13i1.21219

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan matematika realistik dengan model Problem-Based Learning (PBL) dan Project-Based Learning (PjBL) serta mendeskripsikan manakah yang lebih efektif antara pendekatan matematika realistikdengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi belajar matematika pada siswa SMP Negeri 1 Samigaluh, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain pretest-posttest non-equivalent group design. Instrumen yang digunakan untuk mengumpulkan data adalah angket kemampuan interpersonal, tes kemampuan berpikir kritis dan tes prestasi belajar. Pengujian keefektifan pendekatan pembelajaran matematika realistik dengan model PBL dan model PjBL dilakukan dengan uji one sample t-test. Pengujian untuk menentukan manakah yang lebih efektif antara pendekatan matematika realistik dengan model PBL dan PjBL dilakukan dengan uji analisis varians multivariat (MANOVA). Hasil penelitian menunjukkan bahwa pendekatan pembelajaran matematika realistik dengan model PBL dan PjBL efektif ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi belajar serta tidak terdapat perbedaan keefektifan antara pendekatan pembelajaran matematika realistik dengan model PBL dengan pendekatan pembelajaran matematika realistik dengan model PjBL ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi.

Realistic mathematics approach with PBL and PjBL model in terms of interpersonal ability, critical thinking, and students’ achievement

Abstract

This study aimed to describe the effectiveness of the realistic mathematics approach with Problem-Based Learning (PBL) and Project-Based Learning (PjBL) and describe which one was more effective between realistic mathematics approach with PBL and PjBL model in terms of interpersonal ability, critical thinking and students’ mathematics achievements in SMP Negeri 1 Samigaluh, Kulon Progo Regency, Special Region of Yogyakarta. This study was a quasi-experimental research with non-equivalent pretest-posttest group design. The instruments used to collect data were an interpersonal skills questionnaire, a test to examine the ability of critical thinking, and a learning achievement test. One sample t-test was conducted to examine the effectiveness of realistic mathematics approach with PBL and PjBL models. Meanwhile multivariate test (MANOVA) was carried out in order to determine which one was more effective between realistic mathematics approach with PBL and PjBL model. The results showed that realistic mathematics approach with PBL and PjBL was effective in terms of interpersonal ability, critical thinking and learning achievement, and there was no difference in effectiveness between realistic mathematics learning approach with PBL model and realistic mathematics learning approach with PjBL model in terms of interpersonal ability, critical thinking and students’ achievement.

Keywords

matematika realistik; PBL; PjBL; kemampuan interpersonal; kemampuan berfikir kritis; prestasi belajar siswa; realistic mathematics; interpersonal skills; students’ critical thinking; students’ achievement

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DOI: https://doi.org/10.21831/pg.v13i1.21219