KEEFEKTIFAN MODEL PROBLEM BASED LERANING TERHADAP HASIL BELAJAR KELILING DAN LUAS (Journal of Elementary Education, 2014)
Tujuan penelitian ini adalah untuk mengetahui keefektifan model pembelajaran Problem Based Learning (PBL) dalam pembelajaran matematika terhadap hasil belajar siswa. Populasi dalam penelitian ini yakni siswa kelas III SD Negeri Kedungkelor 01, Kabupaten Tegal yang berjumlah 46 siswa. Penelitian ini menggunakan quasi experimental design bentuk nonequivalent control group design. Teknik sampling yang digunakan ialah sampel jenuh sehingga seluruh anggota popolasi diambil sebagai sampel. Kelas III B merupakan kelas kontrol dan kelas III A merupakan kelas eksperimen. Hasil uji hipotesis menggunakan uji Mann-Whitney menunjukkan bahwa nilai signifikansi yang diperoleh sebesar 0,385 (0,385 > 0,05) sehingga Ho diterima. Dari hasil tersebut disimpulkan bahwa tidak ada perbedaan yang signifikan antara hasil belajar yang menerapkan model pembelajaran Problem Based Learning (PBL) dan yang menerapkan model pembelajaran konvensional. Maka diasumsikan bahwa model pembelajaran Problem Based Learning (PBL) tidak berpengaruh efektif terhadap hasil belajar matematika materi keliling dan luas di kelas IIIThe aim of this research is to determine the effectiveness of the learning model of Problem Based Learning (PBL) in teaching mathematics to students' learning outcomes. The population in this research are the Elementary School third-grade students Kedungkelor 01, Tegal regency, amounting to 46 students. This study uses a quasi-experimental design form nonequivalent control group design. The sampling technique used is saturated sample so that all members popolasi sampled. Class IIIB is a control class and class IIIA is the experimental class. Results of hypothesis testing using the Mann-Whitney test showed that the significance value obtained at 0.385 (0.385> 0.05) so that Ho is accepted. Concluded from these results that there is no significant difference between the results of applying learning model of Problem Based Learning (PBL) and applying the conventional learning models. It is assumed that the learning models of Problem Based Learning (PBL) has no effect on the result of effective circumtence and area of subject matter in class III