PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN GAYA BELAJAR TERHADAP PEMAHAMAN KONSEP DAN PENALARAN MATEMATIS SISWA

RIZSA, LESYANI (2025) PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN GAYA BELAJAR TERHADAP PEMAHAMAN KONSEP DAN PENALARAN MATEMATIS SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Model pembelajaran Problem Based Learning lebih memfokuskan pada masalah agar siswa dapat mengontribusikan pengetahuannya sendiri dan berpikir tingkat yang lebih tinggi. Tujuan dalam penelitian ini yaitu (1) Mengetahui apakah model pembelajaran Problem Based Learning (PBL) mempengaruhi pemahaman konsep dan penalaran matematis siswa? (2) Mengetahui apakah gaya belajar mempengaruhi pemahaman konsep dan penalaran matematis siswa? (3)Mengetahui apakah model pembelajaran Problem Based Learning (PBL) dan gaya belajar secara bersamaan mempengaruhi pemahaman konsep dan penalaran matematis siswa? (4) Mengetahui apakah model pembelajaran Problem Based Learning (PBL) mempengaruhi pemahaman konsep dan penalaran matematis siswa secara sendiri sendiri? (5) Mengetahui apakah gaya belajar mempengaruhi pemahaman konsep dan penalaran matematis siswa secara sendiri sendiri? (6) Mengetahui apakah model pembelajaran Problem Based Learning (PBL) dan gaya belajar secara bersamaan mempengaruhi pemahaman konsep dan penalaran matematis siswa secara sendiri sendiri? Metode pada penelitian ini adalah kuantitatif dengan jenis penelitian quasi exsperiment design dengan populasi seluruh siswa kelas VIII di SMP Negeri 8 Bandar Lampung. Pemilihan sampel menggunakan cluster random sampling. Teknik pengumpulan data menggunakan angket gaya belajar, tes kemampuan pemahaman konsep dan pemecahan masalah matematis. Teknik analisis yang digunakan pada penelitian ini adalah uji Two Way Manova (Two Way Multivariate Analysis of varians) dengan taraf signifikan 5%. Hasil penelitian ini memperoleh kesimpulan bahwa (1) Ada pengaruh model pembelajaran Problem Based Learning (PBL) terhadap pemahaman konsep dan penalaran matematis siswa. (2) Ada pengaruh gaya belajar terhadap pemahaman konsep dan penalaran matematis siswa. (3) Ada terdapat pengaruh model pembelajaran Problem Based Learning (PBL) dan gaya belajar secara bersamaan terhadap pemahaman konsep dan penalaran matematis siswa. (4) Ada pengaruh model pembelajaran problem based learning (PBL) terhadap pemahaman konsep dan penalaran matematis siswa secara sendiri-sendiri. (5) Ada pengaruh gaya belajar terhadap pemahaman konsep dan tidak terdapat pengaruh gaya belajar terhadap penalaran ii matematis siswa secara sendiri-sendiri. Alasan tidak terdapatnya pengaruh gaya belajar terhadap kemampuan pemahaman konsep karena subjek dengan gaya belajar visual belum mampu menjelaskan langkah penyelesaian soal yang ia hadapi disertai alasan yang relevan sesuai solusi masalah yang diselesaikan pada soal kemampuan pemahaman konsep. Karakteristik subjek dengan gaya belajar visual belum mampu juga untuk mendeskripsikan dengan jelas dan fasih kesimpulan atas jawaban yang mereka dapatkan. Sehingga hal tersebut menyebabkan tidak terdapat pengaruh gaya belajar terhadap penalaran matematis siswa secara sendiri-sendiri. (6) Ada pengaruh model pembelajaran Problem Based Learning (PBL) dan gaya belajar terhadap penalaran matematis saja. Alasan tidak adanya pengaruh pembelajaran Problem Based Learning (PBL) dan gaya belajar terhadap pemahaman konsep dikarenakan Siswa kesulitan menentukan permasalahan yang sesuai dengan tingkat pemahaman konsepnya. Kata kunci: Problem Based Learning (PBL), Gaya Belajar, kemampuan pemahaman konsep matematis, Penalaran Matematis iii ABSTRACT The Problem Based Learning learning model focuses more on problems so that students can contribute their own knowledge and think at a higher level. The objectives of this study are (1) To find out whether the Problem Based Learning (PBL) learning model affects students' understanding of concepts and mathematical reasoning? (2) To find out whether learning styles affect students' understanding of concepts and mathematical reasoning? (3) To find out whether the Problem Based Learning (PBL) learning model and learning styles simultaneously affect students' understanding of concepts and mathematical reasoning? (4) To find out whether the Problem Based Learning (PBL) learning model affects students' understanding of concepts and mathematical reasoning individually? (5) To find out whether learning styles affect students' understanding of concepts and mathematical reasoning individually? (6) To find out whether the Problem Based Learning (PBL) learning model and learning styles simultaneously affect students' understanding of concepts and mathematical reasoning individually? The method in this study is quantitative with a quasi experimental design research type with a population of all eighth grade students at SMP Negeri 8 Bandar Lampung. The sample selection used cluster random sampling. Data collection techniques used learning style questionnaires, conceptual understanding ability tests and mathematical problem solving. The analysis technique used in this study was the Two Way Manova (Two Way Multivariate Analysis of variance) test with a significance level of 5%. The results of this study concluded that (1) There is an influence of the Problem Based Learning (PBL) learning model on students' understanding of concepts and mathematical reasoning. (2) There is an influence of learning style on students' understanding of concepts and mathematical reasoning. (3) There is an influence of the Problem Based Learning (PBL) learning model and learning style simultaneously on students' understanding of concepts and mathematical reasoning. (4) There is an influence of the problem based learning (PBL) learning model on students' understanding of concepts and mathematical reasoning individually. (5) There is an influence of learning style on understanding concepts and there is no influence of learning style on students' mathematical reasoning iv individually. The reason for the absence of an influence of learning style on the ability to understand concepts is because subjects with a visual learning style have not been able to explain the steps to solve the problems they face along with relevant reasons according to the solution to the problem solved in the question of understanding concepts. The characteristics of subjects with a visual learning style have not been able to describe clearly and fluently the conclusions of the answers they get. So that this causes there to be no influence of learning style on students' mathematical reasoning individually. (6) There is an influence of the Problem Based Learning (PBL) learning model and learning style on mathematical reasoning only. The reason for the absence of an influence of Problem Based Learning (PBL) learning and learning style on conceptual understanding is because students have difficulty determining problems that are appropriate to their level of conceptual understanding. Keywords: Problem Based Learning (PBL), Learning Style, Mathematical Concept Understanding Ability, Mathematical Reasoning

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