PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA DAN ADVERSITY QUOTIENT

Siti Fadillah, Kms. Muhammad Amin Fauzi, Anita Yus

Abstract


This study aims to determine: (1) whether there is a significant effect between learning (problem based learning and conventional) on students 'mathematical representation abilities, (2) whether there is a significant effect between learning (problem based learning and conventional) on students' adversity quotient. , (3) whether there is an interaction between learning (problem based learning and conventional) and Early Mathematics Ability to students 'representational abilities, (4) is there an interaction between learning (problem based learning and conventional) and Early Mathematics Ability to students' adversity quotient. This research is a quasiexperimental research. The sample was selected by cluster random sampling consisting of two classes. The data obtained were analyzed using two-way ANOVA in the SPSS 20 program. The results showed that: 1) there was a significant effect between learning (problem based learning and conventional) on students' mathematical representation abilities, 2) there was a significant effect between learning (problem based learning and conventional) on students' adversity quotient, 3) there is an interaction between learning (problem based learning and conventional) and Early Mathematics Ability to student representation skills 4) there isnt an interaction between learning (problem based learning and conventional) and Early Mathematics Ability to adversity quotient

Keywords


Problem Based Learning; Representation Abilities; Adversity Quotient

Full Text:

PDF

References


Fauzi, Kms Muhammad Amin., Maryunah., & Edi, S. (2019). Peningkatan Kemampuan Komunikasi Matematis dan Kemandirian Belajar Siswa dengan Menggunakan Model Pembelajaran Reciprocal Teaching. Jurnal Tematik. Vol (9): 234245 (Online, (https://scholar.google.co.id/citations?use r=GZGhcIAAAAAJ&hl=id diakses 21 Januari 2020)

Hosnan. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Bogor: Ghalia Indonesia.

Lambertus, B.A., dkk. (2014). Developing Skills Resolution Mathematical Primary School Students. internationalJournal of Education and Research. Vol 2. (10) :601-614.

Nurlaeli., Anton, N., & Eti, D. W. (2018). Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Berpikir Kritis Matematis Siswa Ditinjau dari Adversity Quotient. Fibonacci. Vol 4 (2): 145-152

Paul G.Stoltz. (2000). Adversity Quotient Mengubah Hambatan Menjadi Peluang. Jakarta: Grasindo.

Putri, H. E. 2015. The Influence of Concrete Pictorial Abstract (CPA) Approach to the Mathematical Representation Ability Achievement of the Pre Service Teachers at Elementary School. International Journal of Education and Research. Vol 3 No. 1

Sabirin, M. (2014). Representasi dalam Pembelajaran Matematika. JPM IAIN. Antasari Banjarmasin. Vol 1(2): 33-34.

Sani, R. A. (2014). Pembelajaran Saintifik untuk Implementasi Kurikulum 2013. Jakarta: Bumi Aksara.

Sanjaya, W. (2014). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenada Media.

Siregar, Eko Febri Syahputra ; Sari, S. P. (2020). Pengaruh Model Pair Checks Terhadap Komunikasi Interpersonal Mahasiswa PGSD FKIP UMSU. Jurnal Tematik, 10(2), 6973.

Stoltz, G. P. (2000). Adversity Quotient Mengubah Hambatan Menjadi Peluang. Jakarta: PT. Grasindo.

Yudhanegara, M. R., & Karunia, E. L. (2014). Meningkatkan Kemampuan Representasi Beragam Matematis Siswa Melalui Pembelajaran Berbasis Masalah Terbuka. Jurnal Ilmiah Solusi. Vol 1 (3) 76-85.




DOI: https://doi.org/10.30596/ejoes.v2i1.6613

Refbacks

  • There are currently no refbacks.


(EJOES) Educational Journal of Elementary School

Department of Elementary School Teacher Educational, University of Muhammadiya Sumatera Utara
Kampus 1 FKIP UMSU
Jl. Kapten Muchtar Basri No.3, Glugur Darat II,Medan
Sumatera Utara-20238
E-mail: ejoes@umsu.ac.id
Creative Commons License
Educational Journal of Elementary School (EJoES) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License