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The Effect of Project Based Learning on Students’ Motivation and Learning Outcomes at SMP Negeri 1 Sape Murtalib, Murtalib; Mutmainah, Mutmainah; Mikrayanti, Mikrayanti
Jurnal Ilmiah Mandala Education (JIME) Vol 10, No 1 (2024): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v10i1.6649

This study aims to determine the effect of student motivation and learning outcomes by using the Project Based Learning at SMP Negeri 1 Sape. The research method that will be used in this study is a quasi-experimental research with a descriptive quantitative approach. The research design uses the Posttest Only Control Group Design form, the sample to be used in this study consists of two classes, namely the VIIIA experimental class of 25 students and the VIIIB Control Class of 28 students. The types of instruments used in this study are questionnaires and learning outcomes tests. Data analysis in this study used prerequisite tests, namely normality test, homogeneity test. To test the correctness of the hypothesis, the help of statistical analysis of ManovaSPSS v.22.0 was used.Based on hypothesis testing using the SPSS v.22 Manova test, it is known that the value of learning outcomes Sig. 0.081 or 0.081˃0.05, it can be concluded that titung˂ttabel then H0 is accepted and Ha is rejected. Likewise, in the learning motivation hypothesis test there is a sig value. 0.369 or 0.369˃0.05 which means H0 is accepted and Ha is rejected. Thus it can be concluded that there is no difference in the effect of motivation and learning outcomes of students taught using the Project Based Learning learning model in the experimental class and students taught using conventional learning in the control class. This study aims to determine the effect of student motivation and learning outcomes by using the Project Based Learning at SMP Negeri 1 Sape. The research method that will be used in this study is a quasi-experimental research with a descriptive quantitative approach. The research design uses the Posttest Only Control Group Design form, the sample to be used in this study consists of two classes, namely the VIIIA experimental class of 25 students and the VIIIB Control Class of 28 students. The types of instruments used in this study are questionnaires and learning outcomes tests. Data analysis in this study used prerequisite tests, namely normality test, homogeneity test. To test the correctness of the hypothesis, the help of statistical analysis of ManovaSPSS v.22.0 was used.Based on hypothesis testing using the SPSS v.22 Manova test, it is known that the value of learning outcomes Sig. 0.081 or 0.081˃0.05, it can be concluded that titung˂ttabel then H0 is accepted and Ha is rejected. Likewise, in the learning motivation hypothesis test there is a sig value. 0.369 or 0.369˃0.05 which means H0 is accepted and Ha is rejected. Thus it can be concluded that there is no difference in the effect of motivation and learning outcomes of students taught using the Project Based Learning learning model in the experimental class and students taught using conventional learning in the control class. This study aims to determine the effect of student motivation and learning outcomes by using the Project Based Learning at SMP Negeri 1 Sape. The research method that will be used in this study is a quasi-experimental research with a descriptive quantitative approach. The research design uses the Posttest Only Control Group Design form, the sample to be used in this study consists of two classes, namely the VIIIA experimental class of 25 students and the VIIIB Control Class of 28 students. The types of instruments used in this study are questionnaires and learning outcomes tests. Data analysis in this study used prerequisite tests, namely normality test, homogeneity test. To test the correctness of the hypothesis, the help of statistical analysis of ManovaSPSS v.22.0 was used.Based on hypothesis testing using the SPSS v.22 Manova test, it is known that the value of learning outcomes Sig. 0.081 or 0.081˃0.05, it can be concluded that titung˂ttabel then H0 is accepted and Ha is rejected. Likewise, in the learning motivation hypothesis test there is a sig value. 0.369 or 0.369˃0.05 which means H0 is accepted and Ha is rejected. Thus it can be concluded that there is no difference in the effect of motivation and learning outcomes of students taught using the Project Based Learning learning model in the experimental class and students taught using conventional learning in the control class.

Pengembangan Modul Pembelajaran dengan Model Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Dasar Nurnaningsih, Nurnaningsih; Sowanto, Sowanto; Mulyadin, Edi; Mutmainah, Mutmainah; Murtalib, Murtalib
Supermat : Jurnal Pendidikan Matematika Vol 7 No 2 (2023): Supermat : Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/sm.v7i2.1547

Penelitian ini dilatarbelakangi oleh belum adanya modul pembelajaran matematika yang menggunakan model Problem Based Learning (PBL) yang pernah dikembangkan pada sekolah dasar kelas V di salah satu sekolah dasar negeri di Kabupaten Bima. Penelitian ini bertujuan untuk menghasilkan modul pembelajaran matematika berbasis PBL pada materi pecahan untuk meningkatkan kemampuan pemecahan masalah matematis siswa. Penelitian ini menggunakan model penelitian pengembangan tipe 4-D terdiri dari define, design, development, dan disseminate. Instrumen pengumpulan data menggunakan lembar validitas dan praktikalitas. Pada proses validasi modul divalidasi oleh dosen. Pada proses praktikalitas, modul diujicobakan oleh satu orang guru dan 26 orang siswa. Berdasarkan hasil penelitian pengembangan modul pembelajaran matematika berbasis PBL pada materi pecahan siswa kelas V dinyatakan termasuk kriteria sangat valid dengan persentase rata-rata validitas 90,85% dan memenuhi kriteria sangat praktis dengan persentase rata-rata praktikalitas 93,58%. Lebih lanjut berdasarkan hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa modul pembelajaran matematika berbasis Problem Based Learning (PBL) pada materi pecahan memenuhi kriteria sangat valid dan sangat praktis digunakan sebagai sumber belajar pembelajaran matematika kelas V SD.

Pengaruh Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Pada Materi Sudut dan Garis SMP Negeri 8 Kota Bima Murtalib, Murtalib; Mikrayanti, Mikrayanti; Julita, Rahma
PEDAGOGOS : Jurnal Pendidikan Vol 7 No 1 (2025): Pedagogos : Jurnal Pendidikan
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/https://doi.org/10.33627/gg.v6i2

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap kemampuan pemecahan masalah matematika pada materi Sudut dan Garis di SMP Negeri 8 Kota Bima. Jenis penelitian ini adalah penelitian kuantitatif dengan metode pre-eksperimental yang desainnya memberikan perlakuan tertentu kepada satu kelompok dengan memberikan pretest dan postest. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 8 Kota Bima sejumlah 82 orang. Sampel yang dipilih adalah kelas VIIC sejumlah 25 orang yang diperoleh melalui teknik simple random sampling. Instrumen pengumpulan data berupa lembar tes dan lembar observasi. Teknik analisis data penelitian ini adalah uji normalitas, uji hipotesis (uji-t) jika data berdistribusi normal dan jika data tidak berdistribusi normal menggunakan uji wilcoxon (uji-w). Dari hasil perhitungan uji-w diperoleh Thitung = 9 < Ttabel = 89 dengan n =25 pada taraf signifkan 5%. Berdasarkan kriteria pengujian hipotesis Ho ditolak atau Ha diterima sehingga hasil penelitian menunjukan bahwa terdapat pengaruh penggunaan model pembelajaran Cooperative Integrated Reading and Composition terhadap kemampuan pemecahan masalah matematika siswa pada materi sudut dan garis di SMP negeri 8 Kota Bima.

Pengaruh Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Pada Materi Sudut dan Garis SMP Negeri 8 Kota Bima Murtalib, Murtalib; Mikrayanti, Mikrayanti; Julita, Rahma
PEDAGOGOS : Jurnal Pendidikan Vol 7 No 1 (2025): Pedagogos : Jurnal Pendidikan
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/https://doi.org/10.33627/gg.v6i2

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap kemampuan pemecahan masalah matematika pada materi Sudut dan Garis di SMP Negeri 8 Kota Bima. Jenis penelitian ini adalah penelitian kuantitatif dengan metode pre-eksperimental yang desainnya memberikan perlakuan tertentu kepada satu kelompok dengan memberikan pretest dan postest. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 8 Kota Bima sejumlah 82 orang. Sampel yang dipilih adalah kelas VIIC sejumlah 25 orang yang diperoleh melalui teknik simple random sampling. Instrumen pengumpulan data berupa lembar tes dan lembar observasi. Teknik analisis data penelitian ini adalah uji normalitas, uji hipotesis (uji-t) jika data berdistribusi normal dan jika data tidak berdistribusi normal menggunakan uji wilcoxon (uji-w). Dari hasil perhitungan uji-w diperoleh Thitung = 9 < Ttabel = 89 dengan n =25 pada taraf signifkan 5%. Berdasarkan kriteria pengujian hipotesis Ho ditolak atau Ha diterima sehingga hasil penelitian menunjukan bahwa terdapat pengaruh penggunaan model pembelajaran Cooperative Integrated Reading and Composition terhadap kemampuan pemecahan masalah matematika siswa pada materi sudut dan garis di SMP negeri 8 Kota Bima.

Analisis Kebutuhan Guru dan Siswa Terhadap Bahan Ajar Digital Berbasis Etnomatematika dengan Model Project-Based Learning Andang, Andang; Hadi, Arnasari Merdekawati; Murtalib, Murtalib
Supermat : Jurnal Pendidikan Matematika Vol 9 No 2 (2025): Supermat : Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/sm.v9i2.3595

The development of technology and the rich local culture can enhance mathematics learning, especially at SMPN 1 Kota Bima. However, the integration of ethnomathematics with digital technology and project-based learning (PjBL) models is still limited, creating a gap in the utilization of this potential. Most previous research has focused more on the design and implementation of teaching materials, without giving adequate attention to the analysis of the needs of teachers and students. Specific needs related to the integration of Bima's local culture with the PjBL model in mathematics education have not been widely discussed. This study aims to analyze the needs of teachers and students at SMPN 1 Kota Bima regarding digital teaching materials based on ethnomathematics integrated with the PjBL model, as well as to identify barriers and technological preferences influencing the design of these materials. This study uses a qualitative descriptive approach with a needs analysis survey method, involving three mathematics teachers and 50 eighth-grade students. Data were collected through questionnaires, interviews, and observations, and analyzed using descriptive statistics and the Miles and Huberman data analysis model. The analysis results indicate that the majority of students appreciate mathematics learning that is relevant to everyday life, although the connection to local culture is still limited. The use of technology in mathematics learning is also relatively low, while the application of the PjBL model increases student participation, despite challenges in its implementation. These findings suggest the need for the development of digital teaching materials that integrate Bima's local culture within the context of mathematics education. In addition, training support for teachers and improved access to technology are also crucial to enhance student engagement and learning effectiveness.

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