SKRIPSI Jurusan Matematika - Fakultas MIPA UM, 2010

Ukuran Huruf:  Kecil  Sedang  Besar

Pembelajaran Sistem Persamaan Linear Dua Variabel (SPLDV) dengan Pendekatan Problem Based Learning (PBL) pada Siswa SMP Negeri II Pujon Kelas VIII

Hanik Hanik Hanik

Abstrak


ABSTRAK

Hanik. 2009. Pembelajaran Sistem Persamaan Linear Dua Variabel (SPLDV) Dengan Pendekatan  Problem Based Learning (PBL) Pada Siswa SMP Negeri II Pujon Kelas VIII. Jurusan Matematika, Universitas Negeri Malang. Pembimbing:

(I) Drs. H. M. Shohibul Kahfi, M.Pd (II) Dra. Tri Hapsari utami, M.Pd

                                                                                                                              

 

Kata kunci: Problem Based Learning (PBL), Prestasi Belajar, Peningkatan Prestasi Belajar

 

Siswa SMP Negeri II Pujon sering mengalami kekeliruan mentransfer suatu masalah terutama masalah yang berkaitan dengan kehidupan sehari-hari kedalam pemodelan matematika.  Sehingga ketika menjumpai soal SPLDV mereka tidak tahu bagaimana langkah yang harus dilakukan untuk menyelesaikan masalah tersebut. Guru juga belum pernah menggunakan variasi metode pembelajaran untuk mengatasi permasalahan tersebut. Pembelajaran yang dilakukan selama ini berpusat pada guru dan apa yang diajarkan bersifat prosedural tanpa upaya membangkitkan kepekaan siswa dalam belajar.

Penelitian ini mendeskripsikan rancangan dan pelaksanaan pembelajaran matematika dengan menggunakan PBL untuk melihat aktivitas dan prestasi belajar siswa kelas VIII SMP Negeri II Pujon pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Proses pelaksanaan pembelajaran di awali dengan orientasi siswa kepada masalah, selanjutnya guru mengorganisasi siswa untuk belajar dan membimbing dalam penyelidikan individual maupun kelompok kemudian diakhiri dengan penyajian hasil karya dan evaluasi serta refleksi.

Hasil penelitian tindakan kelas ini menunjukkan bahwa pada siklus 1 presentase banyaknya siswa yang tuntas belajar dengan subpokok bahasan membuat dan menyelesaikan model matematika dari suatu SPLDV adalah 77,78% sedangkan pada siklus 2 presentase banyaknya siswa yang tuntas belajar dengan subpokok bahasan membuat dan menyelesaikan model matematika dari suatu SPLDV adalah 100%. Aktivitas siswa selama pembelajaran dengan pendekatan PBL pada siklus I skor rata-rata 51 dan skor rata-rata pada siklus II adalah 57,25. Dalam analisis skor rata-rata tersebut bahwa aktivitas siswa termasuk kategori sangat baik. Aktivitas guru selama pembelajaran dengan pendekatan PBL pada siklus I skor rata-rata 56,5 dan skor rata-rata pada siklus II adalah 58,75. Dalam analisis skor rata-rata tersebut bahwa aktivitas guru termasuk kategori sangat baik. Menurut ketuntasan pembelajaran yang ditetapkan SMP Negeri II Pujon, pelaksanaan pembelajaran dikatakan mendukung atau berhasil apabila sekurang-kurangnya 85% siswa mendapat nilai minimal 65 sehingga dalam hal ini dapat disimpulkan bahwa pembelajaran dengan PBL dalam penelitian ini berhasil. Sehingga pembelajaran dengan pendekatan PBL yang dapat meningkatkan prestasi belajar siswa dilaksanakan sesuai tahapan PBL serta memberikan penghargaan kepada setiap aktivitas siswa yang positif.

 

 

                                                                                                                                                               

 

ABSTRACT

 

Hanik. 2009. Linear Equation System Instruction in Two Variables (LESTV) Instruction By Using An Approach of Problem Based Learning (PBL) in Second Grade of  State Junior High School II Pujon. Mathematics Department, State University of Malang. Advisors:

(I) Drs. H. M. Shohibul Kahfi, M.Pd (II) Dra. Tri Hapsari utami, M.Pd

 

 

Key Words: Problem Based Learning (PBL), Learning Outcomes, Improvement of Learning outcomes

 

 

The Students of State Junior High School II Pujon often had some mistakes in transferring a problem, especially problems related to everyday life into mathematical modeling. When they encountered problems about Linear Equation System in Two Variables (LESTV), they did not know what steps should be taken to overcome the issue. Teachers also had not used variation of learning methods to overcome these problems. The existing learning practice is centered on teachers and what is taught tends to be procedural sensitivity without raising efforts to encourage students to be more active in learning activities.

This study describes the design and implementation of mathematical learning by using Problem Based Learning (PBL) to see the activities and achievements of students in second grade of State Junior High School II Pujon in Linear Equation System in Two Variables (LESTV) materials. The process of study is started from student orientation to the problem and then the teacher organizes the students to learn and guide them in the form of  individual investigation and group as well. Later, it is terminated with the presentation of the masterpiece result and evaluation.

Results of this classroom action research shows that in the cycle1 percentage of students who complete the learning by making and finding out the solution of mathematics modeling is 77.78% while in the cycle 2 percentage of students who complete the learning by making and finding out the solution of mathematics modeling is 100%. The average score of students’ activities during the learning process using the PBL approach in the cycle 1 is 51 while in the cycle 2 is 57.25. These activities are categorized in the “Very Good” category, according to average score analysis. The average score of teachers’ activities during the learning process using the PBL approach in cycle 1 is 56.5 while in the cycle 2 is 58.75. These activities are categorized in the “Very Good” category, according to average score analysis. According to learning exhaustiveness specified by State Junior School II Pujon, instruction is said supporting and successful if at least 85% students reach a minimum score, in this case is 65. So it can be concluded that instruction with this PBL approach in this study is successful. So the instruction using the PBL approach that can enhance students' learning achievement is conducted in accordance to PBL stages and gives rewards to each students’ positive activity.

 

 

 

ABSTRACT

Anisah, Siti. 2008. The applying of Problem Based Learning (PBL) on the tangent circle discussion in  State Junior High School 9 of Malang. Mathematics department, State University of Malang. Advisory:

(I) Prof. Dr. H. Akbar Sutawidjaja, M.Ed, (II) Dra. Santi Irawati, M.Si.

 

The student of state junior high school 9 of Malang trapped in usage of formula determine federation tangent length two circle because most student apply that formula unknowingly mean from formula. State junior high school 9 of Malang still apply method study of “konvesional” for the items of radian tangent because till now not yet is found by an correct method to overcome problems happened at student. One of strategy study of which can used to utilize to finish the problem of state junior high school student 9 of Malang  to look for federation tangent two circle is to apply study method with approach of PBL where in PBL study concentrated on student through giving problem in early study which later can bring student to think critically, creative and having skill to solve the problem  and also get knowledge and elementary concept of taught items, then continued with existence of student organization to learn, to doing investigation and terminated with presentation of result masterpiece and also evaluation process resolving of problem.

This research describes the applying of Mathematics study by using PBL to see the learning activity and the achievement the students of class VIII state junior high school 9 of Malang in federation tangent two circle discussion. The process of study is started with student orientation to the problem and then the teacher organizes the students to learn and guide them in individual investigation and group. Later, it is terminated with the presentation of the masterpiece result and evaluation.

The classroom action research show that for cycle 1 percentage to the number of complete student learn with federation tangent discussion in two circle is 97,4% while at cycle 2 percentage to the number of complete student learn with external federation tangent discussion two circle is 100%. According to is complete of specified by state junior high school 9 of Malang, execution of study told to support or succeed if at least 85% student get minimum value 65 so that in this case can be concluded that study with PBL in research is succeed. This matter can be strength with result of student activity observation which enter in category " Very good" at cycle 1 and enter category “Very Good” at cycle 2 and also the result of the students’ interview and questionnaire indicating that in general, the students are interested to the study and give positive response to study with PBL.