Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa - Sufri Mashuri; Hasan Djidu; Retno Kusuma Ningrum (Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY, 2019)
Penelitian Tindakan Kelas (PTK) ini bertujuan untuk meningkatkan minat dan prestasi belajar matematika siswa dengan menerapkan Problem-based learning (PBL). Penelitian tindakan ini dilaksanakan dengan empat tahapan (perencanaan, pelaksanaan, pengamatan, dan refleksi), mengadaptasi model Kemmis dan Mc Taggart. Sebanyak 26 siswa kelas VII.B SMP Taman Dewasa Jetis Yogyakarta dijadikan sebagai subyek penelitian ini. Instrumen yang digunakan dalam pengumpulan data terdiri dari angket, lembar observasi, dan tes. Data minat dan keterlaksanaan pembelajaran dianalisis secara kualitatif, sedangkan data prestasi belajar dianalisis secara kuantitatif. Hasil analisis menunjukkan adanya peningkatan minat, serta prestasi belajar matematika yang tinggi dari kondisi awal siswa. Beberapa kesimpulan yang diperoleh antara lain sebagai berikut. Pertama, PBL telah meningkatkan minat belajar dan prestasi belajar siswa di kelas VII.B SMP Taman Dewasa Jetis, Yogyakarta, setelah dilakukan tindakan sebanyak dua siklus. Kedua, peningkatan minat belajar siswa disebabkan karena kedudukan siswa dalam PBL tidak lagi bersifat pasif. Ketiga, hadirnya berbagai masalah-masalah matematika yang dekat dengan konteks kehidupan sehari-hari siswa, membuat konsep matematika yang abstrak lebih mudah dipahami sehingga tidak hanya minat, tetapi prestasi belajar siswa juga mengalami peningkatan. Keempat, keberhasilan pelaksanaan PBL sangat ditentukan oleh konsistensi guru dalam melaksanakan perannya sebagai fasilitator pembelajaran. Sejumlah faktor yang mempengaruhi keberhasilan penelitian juga dibahas dalam artikel. Problem-based learning in mathematics learning: Teacher's efforts to increase students’ learning interest and achievementAbstractThis classroom action research aims to increase learning interest and mathematics learning achievement of students by implementing the Problem-Based Learning (PBL). This action research conduct in four stages (planning, implementation, observation, and reflection) as the Kemmis dan Mc Taggart model suggests. A total of 26 students in class VII.B in SMP Taman Dewasa Jetis, Yogyakarta, were involved in this action research. The instruments used in data collection consisted of a questionnaire, observation sheet, and test. Data on learning interest and implementation of learning are analyzed qualitatively, while data on learning achievement are analyzed quantitatively. The results of the analysis showed an increase in interest, as well as high mathematics learning achievement from the initial conditions. Some conclusions obtained as follows. First, PBL has increased the learning interest and achievement of students in class VII.B of Taman Dewasa Jetis, Yogyakarta, after taking two cycles of action. Second, the increase in students’ interest in learning is due to the position of students in the PBL that is no longer passive. Third, the presence of various mathematical problems that are close to the context of the daily life of students makes the abstract mathematical concepts more easily understood so that not only interest but student achievement also increases. Fourth, the success of implementing PBL is largely determined by the consistency of the teacher in carrying out his role as a facilitator of learning. Several factors that influenced the success of this research were discussed in the article.