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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Rusmini Rusmini
Universitas Potensi Utama, Kota Medan, Sumatera Utara
Education Other

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Pengaruh Model Problem Based Learning (PBL) berbantuan Video Pembelajaran terhadap Kemampuan Pemecahan Masalah Matematis Sariayu Sibarani; Rusmini Rusmini; Ratna Natalia Mendrofa; Hasratuddin Hasratuddin
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.866

Abstract

This research aims to determine the influence and magnitude of the Problem Based Learning (PBL) Model using learning videos on mathematical problem solving abilities in two-variable linear system equations. This research is a quasi-experimental research with a pretest-posttest control group design, where the class is the experimental class, and the class is the control class. The data collection technique is in the form of pretest and posttest results given to two research classes. Next, the t test is carried out to test the hypothesis after first passing the prerequisite tests, namely the normality test and homogeneity test. The results obtained show that learning with the PBL model assisted by learning videos has an effect on mathematical problem solving abilities. Students taught using the PBL model assisted by learning videos have higher problem solving abilities compared to those taught using the direct learning model. The magnitude of the treatment effect shows that there is a high influence and consistency of the PBL model assisted by learning videos on mathematical problem solving abilities.
The Peer Tutor Model with Cognitive Conflict Strategies in Collaborative Learning Mathematical Problem Solving and Its Effect on Individual Achievement. Rusmini Rusmini; Muhammad Rizky Mazali; Fitrah Sari Wahyuni Harahap; Ermayanti Astuti
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.891

Abstract

Cognitive conflict is a condition where students encounter new experiences that are not neatly arranged in their cognitive structure. The process of assimilation between old and new concepts in students' cognition. The assimilation process is more effective when done together with peer tutors. The purpose of this study was to see the effect of cognitive conflict on collaborative mathematical problem solving and its effect on individual learning success. Case study research methods, descriptive qualitative and quantitative. Learning is carried out to 28 semester II students collaboratively in solving integral problems. Pretest knowing the initial ability of mathematics, given the problem of integral functions of fractional powers. Given posttest independently. In the learning process students with low initial abilities and difficult to ask questions with peer tutors dare to ask information that has just been received with the help of students with moderate and high initial abilities. Cognitive conflict strategies with peer tutors are very useful. The impact of the experience of peer tutors, posttest results is very significant. This means that the posttest results increased significantly for the material of integral functions of fractional powers and motivation to learn for the better.
Co-Authors Ermayanti Astuti Fitrah Sari Wahyuni Harahap Hasratuddin Hasratuddin Muhammad Rizky Mazali Ratna Natalia Mendrofa Sariayu Sibarani