Efektivitas Model Pembelajaran Problem Based Learning dan Contextual Teaching and Learning terhadap Kemampuan Pemecahan Masalah dalam Pembelajaran Matematika pada Siswa Kelas 4 Sekolah Dasar

Abstract

Tujuan dalam melakukan penelitian ini untuk mengetahui efektivitas pengunaan dari model pembelajaran Problem Based Learning dan model pembelajaran Contextual Teachig and Learning terhadap kemampuan pemecahan masalah matematika di kelas IV sekolah dasar. Penelitian ini menggunakan jenis Quasi Eksperimental dengan desain The Static-Group Comparison. Populasi dalam penelitian ini adalah siswa kelas IV SD yang ada di Gugus Gajah Mada Kecamatan Bringin sejumlah 111 siswa, namun sampel yang digunakan dalam penelitian ini di SD Negeri Bringin 01, SD Negeri Bringin 02, dan SD Negeri Pakis dengan jumlah 65 siswa. Hasil yang diperoleh dalam penelitian ini berdasarkan dari perolehan hasil uji T kemampuan pemecahan masalah pada kelompok eksperimen 1 dan kelompok eksperimen 2 yang menunjukkan nilai Sig.(2-tailed) sebesar 0,004 ˂ 0,05 maka dapat disimpulkan Ho ditolak dan Ha diterima, artinya penerapan model Problem Based Learning lebih unggul dan efektif secara signifikan dibandingkan model Contextual Teachig and Learning terhadap kemampuan pemecahan masalah matematika materi geometri bangun datar pada siswa kelas IV sekolah dasar.

The purpose of conducting this research is to determine the effectiveness of the use of the Problem Based Learning learning model and the Contextual Teachig and Learning learning model on math problem solving abilities in grade IV elementary schools. This study uses a Quasi Experimental type with The Static-Group Comparison design. The population in this study was the fourth grade elementary school students in Gugus Gajah Mada, Bringin District, with a total of 111 students, but the samples used in this study were Bringin 01 Elementary School, Bringin 02 State Elementary School, and Pakis State Elementary School with a total of 65 students. The results obtained in this study were based on the results of the T-test of problem-solving abilities in the experimental group 1 and experimental group 2 which showed a Sig. (2-tailed) value of 0.004 ˂ 0.05, so it can be concluded that Ho is rejected and Ha is accepted, meaning that the application The Problem Based Learning model is significantly superior and effective compared to the Contextual Teaching and Learning model on the ability to solve mathematical problems in geometrical geometry in fourth grade elementary school students.