Pemahaman Konsep Siswa Menggunakan Model Pembelajaran Problem Based Learning (PBL) Berbantuan Aplikasi Geogebra

Authors

  • Sinta Maidatul Putri UIN IMAM BONJOL PADANG, Indonesia
  • Andi Susanto UIN IMAM BONJOL PADANG, Indonesia

DOI:

https://doi.org/10.30983/lattice.v3i2.7490

Keywords:

Problem Based Learning, GeoGebra, Concept Understanding

Abstract

This study was motivated by the low ability of concept understanding assisted by class VII SMP N 1 Padang Panjang. This is because the selected media-assisted learning model has not developed concept understanding skills. The solution is to use Problem Based Learning Model assisted by GeoGebra Application. This study aims to determine the concept understanding ability of students who learn using the Problem Based Learning Model assisted by Geogebra Application is higher than the concept understanding ability of students who learn using ordinary lessons. The type of research is quasy experiment with control group only design. The population is VII grade students of SMP N 1 Padang Panjang. The instrument used is a test of concept understanding ability assisted by data analyzed by t-test. The experimental class concept understanding ability test results were 79.33 assisted control class was 70.33. Hypothesis test  with obtained tcount = 1,81 and   . It is concluded that the ability to understand concepts taught with Problem Based Learning Model assisted by GeoGebra Application is higher than the ability to understand the concepts of students with ordinary learning.Penelitian ini dilatarbelakangi rendahnya kemampuan pemahaman konsep berbantuan kelas VII SMP N 1 Padang Panjang. Hal ini dikarenakan model pembelajaran berbantuan media yang dipilih belum mengembangkan kemampuan pemahaman konsep. Adapun solusi dilakukan adalah menggunakan Model Problem Based Learning berbantuan Aplikasi GeoGebra. Penelitian ini bertujuan untuk mengetahui kemampuan pemahaman konsep siswa yang belajar menggunakan Model Pembelajaran Problem Based Learning berbantuan Aplikasi Geogebra lebih tinggi dibandingkan kemampuan pemahaman konsep siswa yang belajar menggunakan pelajaran biasa. Jenis penelitian adalah quasy eksperiment dengan control group only design. Populasimya adalah siswa kelas VII SMP N 1 Padang Panjang. Instrumen yang digunakan adalah tes kemampuan pemahaman konsep berbantuan data dianalisis dengan uji-t. Hasil tes kemampuan pemahaman konsep kelas eksperimen adalah 79.33 berbantuan kelas kontrol adalah 70.33. Uji hipitesis dengan didapatkan . Disimpulkan bahwa kemampuan pemahaman konsep yang diajar dengan Model Pembelajaran Problem Based Learning berbantuan Aplikasi GeoGebra lebih tinggi dari pada kemampuan pemahaman konsep siswa dengan pembelajaran biasa.

References

A. Susanto, “Strategi Mathematical Habits of Mind, Kemampuan Pemecahan Masalah Dan Berpikir Kritis Matematis,†Math Educ. J., vol. 4, no. 2, pp. 179–191, 2020, doi: 10.15548/mej.v4i2.1816.

N. P. Utami, “Keefektifan Perangkat Pembelajaran Matematika Berbasis Discovery Learning pada Kelas X SMA,†Math Educ. J., vol. 1, no. 2, pp. 156–167, 2017, doi: 10.15548/mej.v1i2.23.

D. M. Febrian, I. Iltavia, and E. Ergusni, “Pembelajaran Matematika Realistik Indonesia (Pmri) Dalam Membangun Karakter Peserta Didik,†Lattice J. J. Math. Educ. Appl., vol. 3, no. 1, p. 66, 2023, doi: 10.30983/lattice.v3i1.6560.

dkk Yulia, Elza Nora, “Kemampuan Pemahaman konsep matematis Siswa kelas VIII SMPN 1 Kuok Melalui Model Pembelajaran kooperatif Tipe Grup Investigation,†J. Cendekia J. Pendidik. Mat., vol. Vol 2, no. 91–100, p. Hal 91-100, 2018.

A. Susanto, “Kemampuan Pemahaman Konsep Matematis Model Reciprocal Teaching (Rt) Dan Model Air Auditory Intellectualy Repetition (Air),†Math Educ. J., vol. 3, no. 2, pp. 219–230, 2019, doi: 10.15548/mej.v3i2.677.

Peraturan Menteri Pendidikan Nasional, “Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006 tentang Standar Isi. Jakarta: Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah.†2006.

Karunia Eka Lestari dan Mokhammad Ridwan Yudhanegara, Penelitian Pendidikan Matematika. PT Refika Aditama, 2015.

D. Purwanto, “Upaya Meeningkatnya Hasil belajar dengan Modle PBL Materi Meneladani Asmaulhusna dalam kehidupan di SMA,†vol. 3, p. hal 98, 2023.

D. Eggen, Paul, dan Kauchak, Strategi dan Model Pembelajaran Mengajarkan Konten dan Keterampilan Berfikir. jakarta: Indeks, 2012.

Evie Dwi Handayani, “Implementation of geogebra-assisted creative problemsolving model to improve problem solving ability and learning interest students,†Al-jabar J. Pendidik. Mat., vol. vol 13, p. hal 33-48, 2022.

D. Novita and G. H. Medika, “KEMANDIRIAN BELAJAR MATEMATIKA SISWA MELALUI MODEL PROBLEM BASED LEARNING ( PBL ) DI KELAS VII SMP NEGERI 3 PULAU PUNJUNG,†no. 3, pp. 1861–1869, 2023.

P. Saputra, A. Susanto, F. Mardika, and W. Fajriah, “Kemampuan Komunikasi Matematis Siswa dengan Model Eliciting Activities dan Problem Based Learning,†vol. 01, no. 01, pp. 17–24, 2023.

dkk Miftah Faradisa, “Penggunaan Aplikasi pada Pembelajaran Matematika Materi Poligon dan Sudut sebagai Sarana Meningkatkan Kemampuan siswa,†J. Equ., vol. Vol 1, p. Hal 171, 2018.

Mudzrika Fariana, “Implemntasi Model Problem Based Learning untuk meningkatkan pemahaman konsep dan aktivitas siswa. J ournal of Medives Journal of Mathematics Education IKIP Veteran Semarang,†vol. Vol 1, p. hal 25-33, 2017.

M. A. S. H., “Pembelajaran matematika merupakan kegiatan belajar mengajar yang dirancang oleh pendidik yang bertujuan untuk mengembangkan daya pikir kreatif peserta didik, yang dapat meningkatkan kemampuan berfikir peserta didik dan meningkatkan kamampuannya dalam memb,†UNIVERSITAS ISLAM NEGERI SULTAN SYARIF KASIM RIAU PEKANBARU, 2022.

dkk Derisa Putri Andhin, “Pengaruh Model Problem-Based Learning Berbantuan Geogebra Terhadap Kemampuan Pemahaman Konsep Matematis Dan Self-Concept Siswa,†Lebesgue J. Ilm. Pendidik. Mat. Mat. dan Stat., vol. Vol. 4, p. hal 879-891, 2023.

Putri Kesuma Darma, “Penerapan Model Problem Based Learning dalam Upaya Meningkatkan Pemahaman Konsep Matematis Siswa,†Parad. J. Pendidik. Mat., vol. Vol. 15, p. No 2, 2022.

E. Wahyuni, S & Rahmadhani, “Kemampuan Pemahaman Konsep Matematis Siswa dengan Pembelajaran Problem Based Learning Berbantuan Geogebra,†JPMI – J. Pembelajaran Mat. Inov., vol. 3 (6), p. hal 605-614, 2020.

Hanifa Rahmadani, “Pengaruh Penerapan Model Pembelajaran Problem Based Learning terhadap pemahaman Konsep siswa,†J. Sekol. Dasar, vol. Vol 2, p. No 1, 2017.

E. Pebriana and D. A. N. Hidayah, “Penerapan Media Geogebra Untuk Meningkatkan Kemampuan Pemahaman Konsep Siswa Kelas Vii F Smp N 2 Kauman,†Edupedia, vol. 3, no. 2, p. 83, 2019, doi: 10.24269/ed.v3i2.306.

Downloads

Published

2023-12-31

How to Cite

Putri, S. M., & Susanto, A. (2023). Pemahaman Konsep Siswa Menggunakan Model Pembelajaran Problem Based Learning (PBL) Berbantuan Aplikasi Geogebra. Lattice Journal : Journal of Mathematics Education and Applied, 3(2), 144–156. https://doi.org/10.30983/lattice.v3i2.7490

Issue

Vol. 3 No. 2 (2023): Desember 2023

Section

Articles

Citation Check

License

Copyright (c) 2024 Sinta Maidatul Putri , Andi Susanto

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with Lattice Journal : Journal of Mathematics Education and Applied agree to the following terms: Authors retain copyright and grant the Lattice Journal : Journal of Mathematics Education and Applied right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Lattice Journal : Journal of Mathematics Education and Applied. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Lattice Journal : Journal of Mathematics Education and Applied. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).