Pengaruh problem posing dan PBL terhadap prestasi belajar, dan motivasi belajar mahasiswa pendidikan matematika - Risnawati Amiluddin; Sugiman Sugiman (Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta, 2016)
Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh pendekatan problem posing dan pendekatan problem-based learning; dan untuk mengetahui mana yang lebih baik antara pendekatan problem posing dan pendekatan problem-based learning ditinjau dari prestasi belajar, dan motivasi belajar mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Dayanu Ikhsanuddin Baubau. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non-equivalent comparison-group design. Populasi penelitian mencakup seluruh mahasiswa pendidikan matematika Universitas Dayanu Ikhsanuddin Baubau yang mengambil mata kuliah Kalkulus II. Instrumen penelitian meliputi tes prestasi belajar, dan angket motivasi. Analisis yang digunakan, yaitu uji one sample t-test, T2 Hotteling’s, dan uji independent sample t-test dengan data gain ternormalisasi. Setiap analisis dilakukan pada taraf signifikansi 5%. Hasil penelitian menunjukkan: (1) pendekatan problem posing dan pendekatan PBL berpengaruh positif terhadap prestasi belajar mahasiswa; (2) pendekatan problem posing tidak berpengaruh terhadap motivasi belajar mahasiswa sedangkan pendekatan PBL berpengaruh terhadap motivasi belajar mahasiswa; (3) pendekatan problem posing sama baiknya dengan pendekatan PBL ditinjau dari prestasi belajar mahasiswa; dan (4) pendekatan PBL lebih baik dibandingkan dengan pendekatan problem posing ditinjau dari motivasi belajar mahasiswa.Kata Kunci: pendekatan problem posing, problem-based learning, prestasi belajar, motivasi belajar mahasiswa. The Effect Problem Posing and PBL on Learning Achievement, and Learning Motivation Students Mathematics Education AbstractThis study aims is to describe the effect of problem posing and problem-based learning; and to knowing the better approach between problem posing approach and problem-based learning approach viewed from the learning achievement, and learning motivation of the students of mathematics Education Department of Dayanu Ikhsanuddin University of Baubau. This research was a quasi-experimental study with the pretest-posttest non-equivalent comparison-group design. The population included all students of Mathematics Education Department who took Calculus II. The instrument used including an achievement test, and motivation questionnaire. The test was analyzed by One sample t-test, T2 Hottelling’s and independent sample t-test with gain data normalized each analysis was performed at the significance level of 0.05.The research found: (1) the problem posing approach and PBL approach positive effect the learning achievement; (2) PBL approach affect student’s learning motivation while the problem posing does not; (3) the problem posing approach is equal good to PBL approach in achieving the learning objective; and (4) the problem-based learning approach is better than the problem posing approach viewed from student’s learning motivation.Keywords: problem posing approach, problem-based learning, learning objective achievement, student’s learning motivation.