PENERAPAN MODEL PROBLEM BASED LEARNING PADA MATERI TURUNAN FUNGSI ALJABAR UNTUK MENINGKATKAN HASIL BELAJAR SISWA
DOI:
https://doi.org/10.33143/jes.v8i2.2433Abstract
Penelitian ini dilaksanakan di SMA Negeri 1 Calang selama 3 bulan di mulai dari bulan Maret sampai bulan Mei 2020 yang bertujuan untuk mengetahui peningkatan kemampuan mengingat dan hasil belajar siswa kelas XI.MIA.2 materi Turunan suatu Fungsi pelajaran Matematika dengan menggunakan model pembelajaran Problem base Learning (PBL) tahun pelajaran 2020/2021. Subjek penelitian ini adalah siswa kelas XI.MIA.2 SMA Negeri 1 Calang tahun pelajaran 2020/2021 yang berjumlah 22 orang yang dikategorikan dalam 6 (enam) subjek. Teknik pengumpulan data yaitu yaitu teknik tes dan non tes. Penelitian tindakan kelas terdiri dari dua siklus. Data observasi dilakukan dengan melihat keaktifan siswa dalam proses pembelajaran. Analisis data dilakukan dengan cara statistik persentase. Berdasarkan hasil penelitian menunjukkan bahwa terjadi peningkatan ketuntasan hasil belajar siswa pada siklus I dari 86,36 % menjadi 100 % pada siklus II. Dari siklus I ke siklus II kemampuan mengingat siswa mengalami peningkatan menjadi lebih baik dengan tercapainya ketuntasan semua siswa. Aktivitas belajar siswa mengalami peningkatan dari kategori baik meningkat menjadi sangat baik. Penerapan model pembelajaran Problem Base Learning (PBL) dapat meningkatkan kemampuan mengingat dan hasil belajar matematika pada materi Turunan Fungsi untuk siswa kelas XI.Mia.2 di SMA Negeri 1 Calang pada tahun pelajaran 2020/2021.Â
Kata Kunci: Model Pembelajaran, Problem Base Learning, Turunan Fungsi Aljabar
This research was carried out at SMA Negeri 1 Calang for 3 months starting from March to May 2020 which aims to determine the improvement of memory skills and learning outcomes of class XI.MIA.2 students in the Derivatives of a Function in Mathematics by using the Problem base Learning learning model. (PBL) for the 2020/2021 school year. The subjects of this study were students of class XI.MIA.2 SMA Negeri 1 Calang for the academic year 2020/2021, totaling 22 people who were categorized into 6 (six) subjects. Data collection techniques are test and non-test techniques. Classroom action research consists of two cycles. Observation data is done by looking at the activeness of students in the learning process. Data analysis was carried out by means of percentage statistics. Based on the results of the study showed that there was an increase in student learning outcomes in the first cycle from 86.36% to 100% in the second cycle. From cycle I to cycle II, the students' ability to remember has increased for the better with the achievement of all students' mastery. Student learning activities have increased from the good category to very good. The application of the Problem Base Learning (PBL) learning model can improve memory skills and mathematics learning outcomes in Derivative Functions material for class XI.Mia.2 students at SMA Negeri 1 Calang in the 2020/2021 school year.   Â
Keywords: Learning Model, Problem Base Learning, Algebraic Function Derivatives
References
Dymyati dan Mudjiono. (2006) Belajar dan Pembelajaran. Jakarta: PT Rineka Cipta
Kardi dan Nur. (2000).â€Ciri – ciri model pembelajaran langsungâ€. Dalam Trianto.2007. Model – Model Pembelajaran Inovatif Berorientasi konstruktivistik. Jakarta:Prestasi Pustaka.
Kunandar. (2010). Guru Profesional (Implementasi Kurikulum Tingkat Satuan Pendidikan (KTSP) dan sukses dalam sertifikasi guru). Jakarta: Rajawali Pers.
Myers, D. (2006) Pshychology. Edisi Pertama.Neeyork : Work Publishers
Porter, B. D., & Hernacki, M. (2002). Quantum Learning (Membiasakan Belajar Nyaman dan Menyenangkan). Bandung: Kaifa.
Silberman, Melvin L. (2006). Active Learning 101 Cara Belajar Siswa Aktif.
Bandung: Nuansa.
Silberman, Melvin L. (2007). Active Learning Strategi Pembelajaran Aktif.
Yogyakarta: Pustaka Insan Madani.
Silberman Mel. (2009),Active learning 101 Strategi pembelajaran aktif, Yogyakarta Islam Madani.
Suyatno. (2009). Menjelajah Pembelajaran Inofatif. (Sidoarjo:Masmedia Buana Pusaka)
Tim Penyusun kamus Pusat Pembinaan dan Pengembangan Bahasa. (1990)
Trianto. (2007) Model-model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka.
Trianto. (2009). Mendesain Model Pembelajaran Inovatif-Progresif: Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana
Wasis D Dwiyogo. (2004). Konsep Penelitian dan Pengembangan. Malang: Lemlit UNM.
Wulandari, T. (2009). Perbedaan Kemampuan Mengingat Ditinjau dari Gaya Belajar. Skripsi tidak diterbitkan, 5.
Zaini, dkk. (2008). Strategi Pembelajaran Aktif. Insan Madani. Yogyakarta.
Downloads
Issue
Section
License
Publication Ethics and Publication Malpractice Statement
This statement clarifies ethical behaviour of all parties involved in the act of publishing an article in our journals, including the authors, the editors, the peer-reviewers and the publisher (Directorate Research and Community Service, Universitas Ubudiyah Indonesia).
Ethical Guideline for Journal Publication
The publication of an article in a peer-reviewed JES is an essential building block in the development of a coherent and respected network of knowledge. It is a direct reflection of the quality of the work of the authors and the institutions that support them. Peer-reviewed articles support and embody the scientific method. It is therefore important to agree upon standards of expected ethical behavior for all parties involved in the act of publishing: the authors, the journal editors, the peer reviewers, the publisher and the society.
Directorate Research and Community Service, Universitas Ubudiyah Indonesia (UUI) as publisher of this Journal takes its duties of guardianship over all stages of publishing extremely seriously and we recognize our ethical and other responsibilities. We are committed to ensuring that advertising, reprint or other commercial revenue has no impact or influence on editorial decisions.
Publication decisions
The editors of the journals are responsible for deciding which of the articles submitted to the journal should be published. The validation of the work in question and its importance to researchers and readers must always drive such decisions. The editors may be guided by the policies of the journal's editorial board and constrained by such legal requirements as shall then be in force regarding libel, copyright infringement and plagiarism. The editors may confer with other editors or reviewers in making this decision.
Fair play
An editor at any time evaluate manuscripts for their intellectual content without regard to race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy of the authors.
Confidentiality
The editor and any editorial staff must not disclose any information about a submitted manuscript to anyone other than the corresponding author, reviewers, potential reviewers, other editorial advisers, and the publisher, as appropriate.
Disclosure and conflicts of interest
Unpublished materials disclosed in a submitted manuscript must not be used in an editor's own research without the express written consent of the author.
