PENGARUH MODEL PEMBELAJARAN SELF-DIRECTED LEARNING BERBASIS PLATFORM EDUCAPLAY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA KELAS IV DI MIN 2 BANDAR LAMPUNG

TANTRI, APRILLITA (2026) PENGARUH MODEL PEMBELAJARAN SELF-DIRECTED LEARNING BERBASIS PLATFORM EDUCAPLAY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA KELAS IV DI MIN 2 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah matematika pada peserta didik. Salah satu faktor penyebabnya adalah penggunaan model pembelajaran yang kurang mendukung perkembangan kemandirian belajar siswa. Oleh karena itu, diperlukan pendekatan pembelajaran yang mampu meningkatkan keterlibatan aktif serta memberi kesempatan bagi peserta didik untuk mengarahkan proses belajarnya secara mandiri. Model pembelajaran Self-Directed Learning berbasis platform educaplay dipilih sebagai alternatif karena dinilai dapat menciptakan pengalaman belajar yang variatif, interaktif, dan berpusat pada peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran SelfDirected Learning berbasis platform educaplay terhadap kemampuan pemecahan masalah matematika siswa kelas IV. Metode penelitian menggunakan pendekatan kuantitatif dengan jenis quasi experiment dan desain Nonequivalent Control Group Design. Teknik sampling yang digunakan adalah Purposive Sampling. Instrumen penelitian berupa tes essay kemampuan pemecahan masalah. Populasi penelitian adalah seluruh peserta didik kelas IV, sedangkan sampel berjumlah 56 siswa yang terdiri dari 28 siswa kelas eksperimen dan 28 siswa kelas kontrol. Analisis data meliputi uji normalitas Shapiro–Wilk, uji homogenitas Levene Statistic, dan uji hipotesis Independent Sample T-Test. Hasil penelitian menunjukkan bahwa nilai sig. (2-tailed) sebesar 0,000, yang berarti lebih kecil dari 0,05. Dengan demikian, H₀ ditolak dan Hₐ diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari model pembelajaran SelfDirected Learning berbasis Educaplay terhadap kemampuan pemecahan masalah matematika kelas IV di MIN 2 Bandar Lampung. ABSTRACT This study is motivated by the low level of students’ mathematical problem-solving abilities. One contributing factor is the use of learning models that do not adequately support the development of students’ learning independence. Therefore, a learning approach is needed that can enhance active engagement and provide opportunities for students to independently direct their learning processes. The SelfDirected Learning model integrated with the Educaplay platform was selected as an alternative, as it is considered capable of creating a varied, interactive, and student-centered learning experience. This study aims to examine the effect of the Educaplay-based Self-Directed Learning model on the mathematical problem-solving abilities of fourth-grade students. The research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sampling technique used was purposive sampling. The research instrument was an essay test designed to measure mathematical problem-solving ability. The population consisted of all fourth-grade students, while the sample comprised 56 students, including 28 students in the experimental group and 28 students in the control group. Data analysis included the Shapiro–Wilk normality test, Levene’s test for homogeneity of variance, and hypothesis testing using the independent samples t-test. The results indicated that the significance value (2-tailed) was 0.000, which is less than 0.05. Therefore, H₀ was rejected and Hₐ was accepted, leading to the conclusion that the Educaplay-based Self-Directed Learning model has a significant effect on the mathematical problem-solving abilities of fourth-grade students at MIN 2 Bandar Lampung.

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