PEMBELAJARAN MATEMATIKA DENGAN METODE PROBLEM BASED LEARNING BERORIENTASI ENVIRONMENTAL BASED EDUCATION (Unnes Journal of Mathematics Education Research, 2014)
abstrakPerangkat pembelajaran yang valid, efektif dan praktis berpengaruh pada perbaikan kemampuan pemecahan masalah peserta didik. Penelitian ini mengembangkan metode   Problem   Based   Learning berorientasi   Environmental   Based   Education pada pengembangan perangkat pembelajaran matematika materi lingkaran. Penelitian dan pengembangan dilakukan melalui model 4D dari Thiagarajan dan pengujiannya di SMP Negeri 2 Ungaran, Kabupaten Semarang. Hasil penelitian menunjukkan: (1) kemampuan pemecahan masalah mencapai ketuntasan individu > 75 dan klasikal > 75% (dari kelas eksperimen diperoleh t =4.933, dan ketuntasan klasikal = 84,8%,); (2) adanya pengaruh kemandirian belajar (x1) dan keterampilan proses (x2) sebesar 90,5% terhadap kemampuan pemecahan masalah, sedangkan 9,5% dipengaruhi oleh  variabel lain dengan  persamaan regresi  Ŷ = 22,500  + 0,472x1+0,258x2 (3) adanya perbedaan hasil belajar antara kelas eksperimen dengan kelas kontrol (diperoleh F=7.877); (4) hasil uji ANOVA kedua kelas berbeda secara signifikan. Berdasarkan mean kemampuan pemecahan masalah, menunjukkan kelas eksperimen  lebih baik dibanding kelas kontrol. Hasil penelitian ini, menghasilkan perangkat pembelajaran yang valid, efektif dan praktis untuk meningkatkan kemampuan pemecahan masalah peserta didik.abstractLearning package are valid, effective and practical effect on the improvement of  students problem solving abilities. This study developed a method of Problem Based Learning-Based Environmental Education oriented on the development of  learning material math circle. Research and development conducted through 4D models of Thiagarajan and testing in SMP N 2 Ungaran, Semarang regency. The results showed: (1) the ability to achieve mastery of individual problem solving > 75 and classical  > 75% (of the experimental class obtained t= 4,933, and the classical completeness = 84.8%); (2) the influence of  independent learning (x1) and process skills (x2) amounted to 90.5% of  the problem-solving abilities, while 9.5% is inf luenced by other variables to the regression equation Ŷ = 22,500 + 0,472x1+0,258x2 (3) the differences in learning outcomes between the experimental class with the control class (obtained F= 7,877); (4) the results of the ANOVA test two classes differ significantly. Based on the mean problem-solving skills, demonstrated experimental class better than the control class. The results of this study, a learning package that produces valid, effective and practical to improve problem-solving ability of students.