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All Journal Jurnal Gantang MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Circle: Jurnal Pendidikan Matematika
Farhana, Atika
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Education Mathematics

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Deskripsi Kendala Guru Menerapkan Model Pembelajaran Problem Based Learning Pada Pembelajaran Matematika Farhana, Atika; Yuanita, Putri; Kartini, Kartini; Roza, Yenita
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 5, No 2 (2023): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v5i2.2820

Abstract

Model pembelajaran PBL merupakan model pembelajaran yang menjadikan masalah sebagai dasar peserta didik dalam belajar. PBL merupakan salah satu model yang direkomendasikan oleh kurikulum, namun guru masih terkendala dalam menerapkannya. Penelitian ini bertujuan untuk menganalisis kendala yang dihadapi guru dalam penerapan model Problem Based Learning  pada pembelajaran matematika di tingkat SMP. Kendala dianalisis berdasarkan kesesuaian RPP serta LKPD dan pelaksanaan pembelajaran dengan tahapan model PBL. Penelitian ini merupakan penelitian kualitatif dengan subjek penelitian yaitu 3 orang guru matematika SMP. Teknik pengumpulan data yaitu wawancara, observasi, dan dokumentasi. Analisis data dilakukan dengan langkah-langkah reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian yang ditemukan yaitu terdapat berbagai kendala yang menjadi hambatan guru dalam menerapkan model pembelajaran PBL dengan maksimal. Kendala tersebut dapat dilihat dari tidak sesuainya dari LKPD/LKS yang digunakan dengan model PBL serta terdapat beberapa kendala yang terjadi dalam pembelajarannya. Sehingga dapat disimpulkan bahwa memang benar adanya terdapat beberapa kendala dalam penerapan model PBL yaitu pada perencanaan dan penerapannya.Kata Kunci: Deskripsi kendala guru, Pembelajaran  Matematika, Model Problem Based Learning
Analisis Kesalahan Peserta Didik Menurut Kastolan dalam Menyelesaikan Soal Literasi Matematika Materi Statistika Farhana, Atika; Yuanita, Putri; Kartini
Circle: Jurnal Pendidikan Matematika Vol 5 No 2 (2025): September 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/circle.v5i2.10940

Abstract

Mathematical literacy is an important skill that every student should possess as it can help students solve problems in everyday life. In fact, field data shows that mathematical literacy is still low based on the 2022 PISA survey results, which revealed that Indonesia only scored 366, far below the OECD average. This study aims to identify the types of errors made by students in solving mathematical literacy problems in statistics material based on Kastolan's theory, namely: (1) conceptual errors, (2) procedural errors, and (3) technical errors. The research conducted is a descriptive qualitative study using data collection techniques including tests and interviews by providing three mathematical literacy test questions to 20 seventh-grade junior high school students. The results obtained based on students' answers show that students made all types of mistakes according to Kastolan's theory in solving mathematical literacy problems in statistics material. The conceptual error rate was 30.4% with a fairly severe category, procedural errors were 34.4% with a fairly severe category, and technical errors were 30.4% with a fairly severe category. This study provides an overview of the mistakes made by students in solving mathematical literacy problems in statistics, allowing for follow-up actions to improve students' mathematical literacy.
Effectiveness of the problem-based learning model to improve mathematical literacy of junior high school students Farhana, Atika; Yuanita, Putri; Kartini, Kartini
Jurnal Gantang Vol 10 No 2 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/shr46p45

Abstract

Existing studies show that learning using problem-based learning teaching modules can significantly improve mathematical literacy in class VII students at SMPN 1 Kampar. A quasi-experimental design was used, with the research population consisting of VII-grade students of SMPN 01 Kampar. The research sample consisted of two classes: VII-B, the control class, and VII-A, the experimental class. The data analysis technique employed was a posttest analysis of the results from the mathematical literacy test, using the t-test to determine whether there was an increase in performance, as indicated by N-Gain data. The results of data analysis showed that the Independent Sample t-test obtained a significance value of 0.001, which means that there is a significant difference between the control class and the experimental class. The average value of N-Gain was 0.6722 for the experimental class, categorized as medium, and 0.2970 for the control class, also categorized as medium. Indicates that learning using the PBL model increases mathematical literacy higher than classes that do not use the PBL model. These findings reveal that there is an increase in mathematical literacy, thus indicating that the use of the PBL model helps improve mathematical literacy.
Co-Authors KARTINI Kartini Kartini Putri Yuanita Yenita Roza