Keefektifan Model PBL dan PjBL Ditinjau dari Prestasi, Kemampuan Berpikir Kritis, dan Motivasi Belajar Matematika Siswa SMP - Esti Rahayu; Hartono Hartono (Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY, 2016)
Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan antara model PBL setting GI dan PjBL setting GI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika siswa SMP. Penelitian ini merupakan penelitian eksperimen semu dengan pretest-posttest nonequivalent group design. Populasi penelitian ini adalah seluruh siswa kelas VIII SMPN 3 Pengadegan Kabupaten Purbalingga, sedangkan sampel yang diperoleh melalui pemilihan secara acak yaitu siswa kelas VIII C dan VIII B. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, dan angket motivasi belajar matematika. Data dianalisis secara univariat dengan statistik uji one sample t-test untuk mengetahui keefektifan model pembelajaran, sedangkan data dianalisis secara multivariat dengan statistik uji two group MANOVA untuk membandingkan keefektifan model pembelajaran. Setiap analisis menggunakan taraf signifikansi 5%. Hasil penelitian menunjukan bahwa model PBL setting GI dan PjBL setting GI efektif dan tidak ada perbedaan keefektifan antara kedua model pembelajaran ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika.Kata Kunci: model PBL setting GI, model PjBL setting GI, prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar. The Effectiveness of PBL and PjBL Models in Term of Achievement, Critical Thinking Skills, and Motivation in Mathematics Learning of SMP Students AbstractThis study aimed to describe and to compare the effectiveness of PBL model in the setting of GI and PjBL model in the setting of GI in term of learning achievement, critical thinking skills, and motivation in mathematics learning of SMP students. This study was a quasi-experimental research employing the pretest-posttest nonequivalent group design. The research population comprised all students in grade VIII of SMPN 3 Pengadegan Purbalingga. The Samples were students of class VIII C and D were selected randomly from the population.. The data collecting instruments were a test of learning achievement, a test of critical thinking skills, and a questionnaire of motivation in mathematics learning. The data were analyzed using the univariatetechnique with the one sample t-test to determine the effectiveness of learning models, while to compare the effectiveness of learning models, the data were analyzed using the multivariate technique with the two groups MANOVA. Each analysis was done at the significance level of 5%. The results of the study show that the PBL and PjBL models in the setting of GI is effective and there is no difference the effectiveness of the two models in term of learning achievement, critical thinking skills, and motivation in mathematics learning.Keywords: PBL model in the setting of GI, PjBL model in the setting of GI, learning achievement, critical thinking skills, and learning motivation.