KEEFEKTIFAN PENDEKATAN PROBLEM-BASED LEARNING PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI MOTIVASI DAN KEMANDIRIAN BELAJAR

Abstract

ABSTRAK Proses pembelajaran matematika di sekolah harus meningkatkan aktivitas siswa di dalam pembelajaran. Model yang memfasilitasi agar siswa aktif di dalam kelas salah satunya adalah problem based learning. Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning ditinjau dari motivasi dan kemandirian belajar. Penelitian ini merupakan penelitian eksperimen semu dengan populasi seluruh siswa kelas VIII di salah satu SMP Negeri 2 Tanjung Morawa. Sampel penelitian ini adalah siswa di satu kelas VIII yang dibagi menjadi 2, yaitu kelas eksperimen (kelompok siswa bernomor absen ganjil) dan kelas kontrol (kelompok siswa bernomor absen genap) dengan banyaknya siswa berturut-turut 17 dan 16 siswa. Data dikumpulkan menggunakan angket motivasi dan kemandirian belajar. Analisis data menggunakan uji t untuk mendeskripsikan keefektifan pendekatan problem-based learning ditinjau dari masing-masing variabel. Hasil penelitian menunjukkan bahwa (1) pendekatan problem-based learning efektif ditinjau dari motivasi, dan (2) pendekatan problem-based learning efektif ditinjau dari kemandirian belajar. Hasil analisis keefektifan pendekatan problem-based learning ditinjau dari motivasi ditunjukkan dari nilai t variabel motivasi adalah 4,356 dan nilai signifikan motivasi setelah perlakuan adalah 0,001 kurang dari 0,05. Keefektifan pendekatan problem-based learning ditinjau dari kemandirian belajar dibuktikan dari nilai t variabel kemandirian adalah 5,058 dan nilai signifikannya 0,000 kurang dari 0,05. Kata kunci: problem based learning, motivasi belajar, kemandirian belajar ABSTRACT The process of learning mathematics in schools must increase student activity in learning. One of the models that facilitate students to be active in class is problem-based learning. This study aims to describe the effectiveness of the problem-based learning approach in terms of motivation and learning independence. This research is a quasi-experimental study with a population of all eighth grade students in one of SMP Negeri 2 Tanjung Morawa. The sample of this study was students in class VIII which were divided into 2, namely the experimental class (a group of students with odd absent numbers) and a control class (a group of students with even absent numbers) with 17 and 16 students, respectively. The data were collected using a motivational and independent learning questionnaire. Data analysis used t-test to describe the effectiveness of the problem-based learning approach in terms of each variable. The results showed that (1) the problem-based learning approach was effective in terms of motivation, and (2) the problem-based learning approach was effective in terms of independent learning. The results of the analysis of the effectiveness of the problem-based learning approach in terms of motivation are shown from the t value of the motivation variable is 4.356 and the significant value of motivation after treatment is 0.001 less than 0.05. The effectiveness of the problem-based learning approach in terms of learning independence is proven from the t value of the independence variable is 5.058 and the significant value is 0.000 less than 0.05.