Peningkatan hasil belajar matematika melalui model Problem Based Learning (PBL) berbantuan card sort siswa kelas lima
Improving mathematics learning outcoumes through problem based learning with card sort strategy for fifth grade students
Abstract
The aim of the research is to describe the increasing Mathematic scores for students grade five at SDN Kutowinangun 04 Term one education year 2018atau2019 through Problem Based Learning (PBL) with Card Sort strategy. The research is classroom action research which consisted of two cycles, there would be three stages in every cycle: planning, action and observation, reflection and evaluation. The data gained in formed of Mathematic tests in the end of 1st and 2nd cyle. Data analysis technique used was comparative and critical techniques. The result of the research showed that there was a significant enhancement of Mathematic scores. The enhancement could be seen from its indicators as follow: 1) the students were enthusiastic to ask before action 10,34%, 1st cycle 20,68%, and 2nd cycle 34, 48%, 2) the students were enthusiastic to answer the questions ask before action 13,79%, 1st cycle 27,59%, and 2nd cycle 55,17%, 3) the students were eager to do the exercises in front of the classroom before action 17,24%, 1st cycle 34,48%, and 2nd cycle 65,52%. The enhancement of students’ Mathematic scores could be seen from the scores which achieved Minimum Criteria of Mastery Learning (KKM) before action 20,68%, 1st cycle 44,82%, and 2nd cycle 89,65%. Based on the description above, it could be concluded that the implication of Problem Based Learning with Card Sort Strategy in learning Mathematic could increase Mathematic scores.
Downloads
References
Arikunto, Suharsimi. (2012). ProsedurPenelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Arif Rohman. (2009). Memahami Pendidikan & Ilmu Pendidikan.Yogyakarta :Laks Bang Mediatama.
Abdurahman & Muhidin. (2007). Analisis Korelasi, Regresi&JalurPenelitian. Bandung: CV Pustaka Setia
Fauzia. (2018). Penerapan Model Pembelajaran Problem Based Learning Untuk Meningkatkan Hasil Belajar Matematika SD. Model Pembelajaran Problem Based Learning, Hasil Belajar Matematika. Jurnal Primary Program Studi Pendidikan Guru Sekolah Dasar Fakultas Keguruan & Ilmu Pendidikan Universitas Riau, 7 (1), 40-47.
Gunantara, Suarjana & Riastini. (2014). Penerapan model pembelajaran berbasis masalah untuk Meningkatkan matematika siswa keterampilan pemecahan masalah. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha Jurusan PGSD, 2 (1), 1-10.
Hamalik, Oemar. (2008). Kurikulum dan Pembelajaran. Jakarta: Sinar Grafika.
Heruman. (2008). Model Pembelajaran Matematika di Sekolah Dasar. Bandung: PT Remaja Rosdakarya.
Hamdani. (2011). Strategi BelajarMengajar. Bandung: CV Pustaka Setia.
Hananto, R.B., Ariyanto. (2015). Skripsi. Peningkatan Hasil Belajar Matematika Melalui Strategi Pembelajaran Problem Based Learning (PBL) Pada Siswa Kelas VII A Semester Genap SMP Negeri 02 Kartasura Tahun Pelajaran 2014/ 2015.
Hidayat, Guntur. (2014). Peningkatan Motivasi & Hasil Belajar Matematika Melalui Strategi Problem Based Learning (PTK Bagi Siswa Kelas VIIA Semester Gasal SMP Negeri 2 Banyudono Tahun 2013/2014). Artikel Publikasi,1-16.
Kesowo, Bambang. (2003). UU RI Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Jakarta: Cv Eka Jaya.
Lestari, Slameto & Radia. (2018). Penerapan PBL (Problem Based Learning) Berbantuan Media Papan Catur Untuk Meningkatkan Hasil Belajar Matematika Kelas 4 SD. Jurnal Pendidikan Dasar PerKhasa, 4 (1). 53-62.
Marini, M. R. (2014) . Analisis Kemampuan Berpikir Analitis Siswa Dengan Gaya Belajar Tipe Investigatif Dalam Pemecahan Masalah Matematika. ArtikelIlmiah, 1-10.
Mikhael Gewati. (2018). Kemampuan Matematika Siswa Indonesia Memprihatikan, Solusinya?(https://edukasi.kompas.com/read/2018/03/21/09211381/kemampuan-matematika-siswa-indonesia-memprihatikan-solusinya diakses Maret 2019 pukul 21.00)
Priyanti, R. (2016). Skripsi. Analisis Keterampilan Metakognisi Siswa dalam Pemecahan Masalah Matematika Aplikasi Perbandingan.
Rabiah. (2018). Upaya Meningkatkan Hasil Belajar Matematika Melalui Model Pembelajaran Berbasis Masalah Di Kelas V SD Negeri 008 Banjar Nan Tigo Kecamatan Inuman. Model Pembelajaran Berdasarkan Masalah, Hasil Belajar Matematika. Jurnal PAJAR (Pendidikan & Pengajaran) Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau,1 (1), 53-59.
Rahmawati, Tutik & Daryanto. (2015). Teori Belajar dan Proses Pembelajaran yang Mendidik. Yogyakarta: Penerbit Gavamedia.
Riyanti. (2012). Kemampuan pemecahan masalah. (http://sin-riyanti.blogspot.com/2012/10/kemampuan-pemecahan-masalahmatematis.html, diakses 4 november 2013).
Silberman, Melivin L. (2009). Active Learning 101 Cara Belajar Siswa Aktif. Bandung: Nusamedia.
Slameto. (2010). Belajar dan Faktor yang mempengaruhinya. Jakarta: Rineka Cipta.
Suyono&Hariyanto. (2015). Implementasi Belajar dan Pembelajaran. Bandung: Remaja Rosdakarya.
Slameto. (2010). Pembelajaran&Faktor-Faktor yang Memengaruhinya. Jakarta:
Rineka Cipta.
Supardi. (2013). Strategi Menyusun Penelitian Tindakan Kelas. Yogyakarta: Andi Offest.
Sudjana, Nana (2011). Penilaian Hasil Belajar Mengajar. Bandung: PT Remaja Rosdakarya.
Sugiyono. (2012). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.
Sugiyono. (2011).Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.
Wangid, M. N., Mustadi, A., Erviana, V. Y., &Arifin, S. (2014). Kesiapan Guru SD dalam Pelaksanaan Pembelajaran Tematik-Integratif pada Kurikulum 2013 di DIY. Jurnal Prima Edukasia, 2 (2), 175-182.
Wardani, Naniek Sulistya. (2012). Asesmen Pembelajaran SD. Salatiga: Widya Sari Press.
Wena, Made. (2011). Strategi Pembelajaran Inovatif Kontemporer Suatu Tinjauan Konseptual Operasional. Jakarta: PT. Bumi Aksara.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright by Author(s)