Nurfauziah Siregar
Dosen di STAIN Padangsidempuan
This
study was aimed to
determine (1) the differences
between students' understanding of mathematical concepts to acquire
problem-based learning with students receiving regular learning. (2) to knowing
the differences in procedural
knowledge of mathematics among students who received problem-based learning with students that receive the regular learning. (3) Describe
the range of students' answers
in solving the problem for both groups of
each point about
the understanding of concepts and
procedural knowledge. (4) to knowing the
thoroughness learning of students
who received problem-based learning. (5) to knowing the students
responses to problem-based
learning. This
study is a quasi-experimental research.
The population was students in the junior
class VIII Padangsidimpuan accredited in 2010. The
instrument used test understanding of concepts, procedural knowledge tests
and questionnaires on student responses. The instrument is deemed to have qualified
to validite the contents, as well as understanding of the concept of test coefficient
reliability of 0.94 and 0.90 for procedural knowledge
test. Data analysis was performed by descriptive
analysis to describe the exhaustiveness
of student learning, the variety of answers
to students and student responses to learning
activities analyse by t test. The result showed that: (1) there is a difference of the understanding
of the concept among students who received problem-based learning
compared with normal
learning, where the
problem-based learning can further
enhance students' understanding of concepts than with ordinary
learning. (2) there
is a difference between the procedural knowledge among students
who received problem-based learning compared with normal
learning, where the
problem-based learning can further improve procedural knowledge of mathematics students with the usual learning. (3) Variety
of students' answers in a problem-based learning is more varied when compared with
regular students in learning the answers. (4) understanding
the concepts of students with
problem-based learning with the complete percentage is 77.14% and in procedural
knowledge with the students problem-based learning with
the complete percentage is 88.57%. (5)
there is a positive response to students' problem-based
learning activities.
Key Word: understanding of concepts, procedural knowledge, problem-based learning, the range of students' answers, thoroughness
learning, students responses.
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