PENGARUH MODEL PEMBELAJARAN PROBLEM POSING TIPE POST SOLUTION POSING DAN SELF ESTEEM TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK

ULFA, NURUL KHOMARIA (2024) PENGARUH MODEL PEMBELAJARAN PROBLEM POSING TIPE POST SOLUTION POSING DAN SELF ESTEEM TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan pemecahan masalah merupakan suatu kemampuan yang penting dimiliki peserta didik dalam proses pembelajaran matematika. Berdasarkan pra penelitian yang telah dilakukan, terlihat bahwa kemampuan pemecahan masalah matematis peserta didik di SMP Negeri 1 Madang Suku III masih tergolong rendah, hal tersebut ditunjukkan oleh hasil pra penelitian kemampuan pemecahan masalah matematis kelas VIII SMP Negeri 1 Madang Suku III. Peserta didik memperoleh nilai dibawah KKM dengan nilai < 73 sebanyak 141 dari 151 peserta didik. Peneliti tertarik untuk menerapkan model pembelajaran yang dapat meningkatkan kemampuan pemecahan masalah matematis dan mengontrol self esteem peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran problem posing tipe post solution posing dan self esteem terhadap kemampuan pemecahan masalah matematis peserta didik. Penelitian ini merupakan jenis penelitian Quasi Eksperimental Design dengan rancangan penelitian factorial 1×2. Sampel pada penelitian ini adalah peserta didik kelas VIII SMP Negeri 1 Madang Suku III. Teknik pengambilan sampel yang diterapkan adalah cluster random sampling dengan materi lingkaran. Instrumen yang digunakan untuk mengumpulkan data adalah angket self esteem dan tes kemampuan pemecahan masalah matematis. Pengujian hipotesis menggunakan analysis of covariance (one-way ancova), dengan taraf signifikan 5% diperoleh (1) p-value = 0,003 < α = 0,05 sehingga H0A ditolak dengan kesimpulan terdapat pengaruh model pembelajaran problem posing tipe post solution posing terhadap kemampuan pemecahan masalah matematis dengan mengontrol self esteem. (2) p�value = 0,008 < α = 0,05 sehingga H0B ditolak dengan kesimpulan terdapat pengaruh variabel kovariat self esteem terhadap kemampuan pemecahan masalah matematis peserta didik. (3) p-value = 0,000 < α = 0,05 sehingga H0C ditolak dengan kesimpulan terdapat pengaruh secara simultan model pembelajaran problem posing tipe post solution posing dan self esteem terhadap kemampuan pemecahan masalah matematis peserta didik. Kata Kunci: Model Pembelajaran Problem Posing Tipe Post Solution Posing, Self Esteem dan Kemampuan Pemecahan Masalah Matematis iv ABSTRACT Problem solving ability is an important ability for students to have in the mathematics learning process. Based on the pre-research that has been carried out, it appears that the mathematical problem�solving abilities of students at SMP Negeri 1 Madang Suku III are still relatively low, this is shown by the results of the pre-research on the mathematical problem-solving abilities of class VIII SMP Negeri 1 Madang Suku III. Students scored below the KKM with a score of <73 as many as 141 out of 151 students. Researchers are interested in implementing learning models that can improve mathematical problem solving abilities and control students' self-esteem. This research aims to determine the effect of the problem posing learning model, post solution posing type and self esteem on students' mathematical problem solving abilities. This research is a type of Quasi Experimental Design research with a 1×2 factorial research design. The sample in this research was class VIII students at SMP Negeri 1 Madang Suku III. The sampling technique applied was cluster random sampling with circle material. The instruments used to collect data were a self-esteem questionnaire and a mathematical problem solving ability test. Hypothesis testing uses analysis of covariance (one-way ancova), with a significance level of 5% obtained (1) p-value = 0.003 < α = 0.05 so that H0A is rejected with the conclusion that there is an influence of the problem posing learning model post solution posing type on ability solving mathematical problems by controlling self-esteem. (2) p-value = 0.008 < α = 0.05 so H0B is rejected with the conclusion that there is an influence of the covariate variable self-esteem on students' mathematical problem solving abilities. (3) p-value = 0.000 < α = 0.05 so that H0C is rejected with the conclusion that there is a simultaneous influence of the post solution posing type of problem posing learning model and self-esteem on students' mathematical problem solving abilities. Keywords: Problem Posing Learning Model Post Solution Posing Type, Self Esteem and Mathematical Problem Solving Ability

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