Perbandingan keefektifan metode problem-based learning dan project-based learning pada pembelajaran statistika SMA

Erlina Dwi Prasekti, Program Studi Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta, Indonesia
Marsigit Marsigit, Program Studi Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta, Indonesia

Abstract


Penelitian ini bertujuan untuk mendeskripsikan keefektifan metode pembelajaran Problem-based learning (PBL) dan metode pembelajaran Project-based learning (PjBL) serta perbandingan keefektifan metode PBL dan metode PjBL pada pembelajaran statistika SMA kelas XI ditinjau dari prestasi belajar, kemampuan pemecahan masalah, dan sikap matematika siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Adapun populasi adalah siswa kelas XI IIS SMA Negeri 1 Pringsewu, Lampung. Sampel dipilih secara acak dari populasi yaitu kelas XI IIS1 dan XI IIS2. Untuk menguji keefektifan metode pembelajaran, data dianalisis dengan menggunakan uji one sample t-test. Untuk menguji perbandingan keefektifan metode pembelajaran, data dianalisis dengan menggunakan MANOVA yang dilanjutkan dengan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa metode PBL dan PjBL efektif serta metode PBL lebih efektif dibandingkan dengan metode PjBL pada pembelajaran statistika SMA kelas XI ditinjau dari prestasi belajar, kemampuan pemecahan masalah, dan sikap matematika siswa.

 

Comparison of the Effectiveness of Problem-Based Learning and Project-Based Learning Method in the Teaching of Statistics of Senior High School

 

Abstract

This study aims to describe the effectiveness of Problem-based learning (PBL) and Project-based learning (PjBL) method and the compare effectiveness of PBL and PjBL methods viewed from students’ learning achievement, problem solving skill, and mathematical attitude. This study was quasi-experimental research using the pretest-posttest nonequivalent group design. The population was all grade XI students of IIS SMA Negeri 1 Pingsewu, Lampung. Two classes of the population, namely classes XI IIS1 and Class XI IIS2, were randomly established as the study sample. To test the effectiveness of the PBL and PjBL methods was tested using one sample t-test. To compare effectiveness of PBL and PjBL methods, the MANOVA was used, followed by t-Bonferroni test. The results show that the PBL and PjBL methods are effective and the PBL is more effective than PjBL in in teaching statistics to grade XI students of senior high school viewed from students’ learning achievement, problem solving skill, and mathematical attitudes.


Keywords


PBL; PjBL; prestasi belajar; kemampuan pemecahan masalah; sikap matematika; learning achievement; problem solving skill; mathematical attitude

Full Text:

FULLTEXT PDF

References


Algarabel, S., & Dasi, C. (2001). The definition of achievement and the construction of tests for its measurement: A review of the main trends. Psicologica, 22, 43-66.

Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical higher order thinking skills of students. Journal of Physics: Conference Series, 812, 1-7. doi:10.1088/1742-6596/812/1/012100

Arends, R. I., & Kilcher, A. (2010). Teaching for student learning: Becoming an accom­plished teacher. New York, NY: Routledge.

Arends, R. I. (2012). Learning to teach (9th ed.). New York, NY: McGraw hill.

Azwar, S. (1995). Sikap manusia: Teori dan pengukurannya. Yogyakarta: Pustaka pelajar.

Bell-Gredler, M. E. (1986). Learning and instruction: Theory into practice. New York, NY: Macmillan Publishing Company.

Bender, W. N. (2012). Project-based learning: differentiating instruction for the 21st century. Thousand Oaks, CA: SAGE company.

Brown, H. D. (2007). Principles of language learning and teaching. New York, NY: Pearson education.

Davis, L. (2013). Project-based vs problem-based learning: Which is better for the common core. New York, NY: Eye on education.

Ee, J., & Tan, O. S. (2009). PBL made simple lessons for the classroom. Singapore: Cengange learning.

Eggen, P., & Kauchak, D. (2012). Teaching content and thinking skill (6th ed.). Boston, MA: Pearson.

Evans, B. (2007). Student attitudes, conceptions, and achievement in introductory undergraduate college statistics. The Mathematics Educator, 17(2), 24-30.

Farhan, M., & Retnawati, H. (2014). Keefektifan PBL dan IBL ditinjau dari prestasi belajar, kemampuan representasi matematis, dan motivasi belajar. Jurnal Riset Pendidikan Matematika, 1(2), 227-240. doi:http://dx.doi.org/10.21831/jrpm.v1i2.2678

Filcik, A., Bosch, K., Pederson, S., & Haugen, N. (2012). The effects of project-based learning (PBL) approach on the achievement and efficacy of high school mathematics students: A longitudinal study investigating the effects of the PBL approach in mathematics education. Proceedings of the National Conference on Undergraduate Research (NCUR) 2012, Weber State University, Ogden Utah. Retrieved from http://www.ncurproceedings.org/ojs/index.php/NCUR2012/article/download/237/191

Gorman, R. M. (1974). The psychology of classroom learning: An inductive approach. Columbus, OH: Meril publishing company.

Ismail, R. (2015). The comparison of effectiveness of project-based learning and problem-based learning on the space model of flat side in terms of achievement of learning objectives student. Proceeding of International Conference on Research, Implementation and Education of Mathematics and Sciences 2015 (ICRIEMS 2015), Yogyakarta State University. Retrieved from http://eprints.uny.ac.id/22978/1/ME%20-%207.pdf

Katagiri, S. (2004). Mathematical thinking and how to teach it. Tokyo, Japan: Meijitosyo Publishers.

Kemendikbud. (2013a). Permendikbud RI Nomor 66, Tahun 2013, tentang Standar Proses Pendidikan Dasar dan Menengah.

Kemendikbud. (2013b). Permendikbud RI Nomor 69, Tahun 2013, tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Atas/Madrasah Aliyah.

Kemp, J. E., Morrison G. R., & Ross, M. (1994). Design effective instruction. New York, NY: MacMillan College Publishing Company.

Khalid, M. (2006). Incorporating mathematical thinking in addition and subtraction of fraction: real issues and challenges. Progress report of the APEC project: collaborative studies on innovations for teaching and learning mathematics in different cultures (II)-Lesson study focusing on mathematical thinking. Retrieved from http://www.crme.kku. ac.th/APEC/PDF%202007/Madihah%20Khalid.pdf

Krulik, S., & Rudnik, J. A. (1996). The new sourcebook for teaching reasoning and problem solving in junior and senior high school. Boston, MA: Allyn & Bacon.

Levin, B. B. (2001). Energizing teacher education and professional development with problem-based learning. Reston, VA: ASCD.

Mergendoller, J. R., Markham, T., Ravitz, J., & Larmer, J. (2006). Pervasive management of project-based learning: Teachers as guides and facilitators. Handbook of Classroom Management: Research, Practice, and Contemporary Issues, Mahwah, NJ: Lawrence Erlbaum, Inc, 583-615.

Mills, E. J., & Treagust, D. F. (2003). Engineering education: Ss problem-based or a project-based learning the answer? Australian Journal of Engineering Education, 3(2), 2-16. Retrieved from http://www.aaee.com.au/journal/2003/mills_treagust03.pdf

Moore, K. D. (2009). Effective instructional strategies: from theory to practice (2nd ed.). Thousand Oaks, CA: SAGE publications.

NCTM. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Nitko, A. J., & Brookhart, S. M. (2007). Educational assessment of student (5th ed.). Boston, MA: Pearson.

Padmavathy, R. D., & Mareesh, K. (2013). effectiveness of problem based learning in mathematics. International Multidis-ciplinary e-Journal, 2(1), 45-51. Retrieved from http://www.shreeprakashan.com/ Documents/2013128181315606.6.%20Padma%20Sasi.pdf.

Pitchard, A., & Woollard, J. (2010). Psychology for the classroom: Constructivism and social learning. New York, NY: Routledge.

Rahayu, E., & Hartono, H. (2016). Keefektifan model PBL dan PjBL ditinjau dari prestasi, kemampuan berpikir kritis, dan motivasi belajar matematika siswa SMP. Pythagoras: Jurnal Pendidikan Matematika, 11(1), 1-10. doi:http://dx.doi.org/10.21831/pg.v11i1.9629

Retnawati, H. (2015). Hambatan guru matematika sekolah menengah pertama dalam menerapkan kurikulum baru. Cakrawala Pendidikan, XXXIV(3), 390-403. doi:10.21831/cp.v3i3.7694

Retnawati, H. (2016). Analisis kuantitatif instrumen penelitian: Panduan peneliti, mahasiswa, dan psikometrian. Yogyakarta: Parama Publishing.

Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational high school teachers’ difficulties in implementing the assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33-48. doi:10.12973/iji.2016.914a

Savin-Baden, M., & Major, C. H. (2004). Foundation of problem-based learning. New York, NY: Open University Press.

Schunk, D. L. (2012). Learning theories: An educational perspective. New York, NY: Pearson Education.

Shumway, R. J. (1980). Research in mathematics education. Reston, VA: NCTM.

Silver, E. A. (1985). Teaching and learning mathematical problem solving: Multiple research perspective. Hillsdale, NJ: IEA Publisher.

Suparno, P. (2001). Filsafat konstruktivisme dalam pendidikan. Yogyakarta: Kanisius.

Stacey, K. (2006). What is mathematical thinking and why is it important. Retrieved from http://www.criced.tsukuba.ac.jp/math/apec/apec2007/paper_pdf/Kaye%20Stacey.pdf.

Tan, O. S. (2009). Problem based learning and creativity. Singapore: Cengange Learning.

Van de Walle, J. A. (2006). Elementary and middle school mathematics: Teaching developmentally (6th ed.). Boston, MA: Pearson.




DOI: https://doi.org/10.21831/pg.v12i2.17714

Refbacks

  • There are currently no refbacks.


PYTHAGORAS: Jurnal Matematika dan Pendidikan Matematika indexed by:


Creative Commons License Pythagoras is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/pythagoras.

All rights reserved p-ISSN: 1978-4538 | e-ISSN: 2527-421X

Visitor Number:

View Pythagoras Stats