PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA DITINJAU DARI EMOTIONAL INTELLIGENCE

SERLI, YUNIAWATI (2026) PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA DITINJAU DARI EMOTIONAL INTELLIGENCE. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan penalaran matematis merupakan salah satu kompetensi penting yang harus dimiliki peserta didik dalam pembelajaran matematika. Namun, kemampuan tersebut masih tergolong rendah. Salah satu upaya untuk meningkatkannya adalah melalui penerapan model pembelajaran Problem Based Learning (PBL). Selain model pembelajaran, kemampuan penalaran matematis juga dipengaruhi oleh faktor internal, salah satunya emotional intelligence. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Problem Based Learning, emotional intelligence, serta interaksi keduanya terhadap kemampuan penalaran matematis peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain posttest-only control group design. Populasi penelitian adalah seluruh peserta didik kelas VIII MTs Darul Ma'arif Natar Tahun Pelajaran 2025/2026. Sampel dipilih menggunakan teknik cluster random sampling, sehingga diperoleh kelas VIII A sebagai kelas eksperimen dan kelas VIII B sebagai kelas kontrol. Data dikumpulkan melalui tes kemampuan penalaran matematis dan angket emotional intelligence, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, dan Anava Dua Jalur (Two Way ANOVA). Berdasarkan hasil pengujian hipotesis, diperoleh kesimpulan (1) model pembelajaran Problem Based Learning berpengaruh signifikan terhadap kemampuan penalaran matematis peserta didik; (2) emotional intelligence berpengaruh signifikan terhadap kemampuan penalaran matematis peserta didik; dan (3) tidak terdapat interaksi antara model pembelajaran Problem Based Learning dan emotional intelligence terhadap kemampuan penalaran matematis peserta didik ABSTRACT Mathematical reasoning ability is one of the essential competencies that students should possess in mathematics learning. However, students' mathematical reasoning ability remains relatively low. One effort to improve this ability is through the implementation of the Problem Based Learning (PBL) model. In addition to the learning model, mathematical reasoning ability is also influenced by internal factors, one of which is emotional intelligence. This study aimed to analyze the effect of the Problem Based Learning model, emotional intelligence, and their interaction on students' mathematical reasoning ability. This study employed a quantitative approach using a quasiexperimental method with a posttest-only control group design. The population consisted of all eighth-grade students at MTs Darul Ma'arif Natar in the 2025/2026 academic year. The samples were selected using the cluster random sampling technique, resulting in Class VIII A as the experimental group and Class VIII B as the control group. Data were collected through a mathematical reasoning ability test and an emotional intelligence questionnaire. The data were analyzed using descriptive statistics, normality and homogeneity tests, and a Two-Way Analysis of Variance (Two-Way ANOVA). The results of the hypothesis testing indicated that: (1) the Problem Based Learning model had a significant effect on students' mathematical reasoning ability; (2) emotional intelligence had a significant effect on students' mathematical reasoning ability; and (3) there was no interaction between the Problem Based Learning model and emotional intelligence on students' mathematical reasoning ability.

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