Siregar, Nurfauziah (2011) PENERAPAN PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN PENGETAHUAN PROSEDURAL MATEMATIKA SISWA SMP. Jurnal Paradikma, 04 (02). pp. 185201. ISSN 19788002

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Penerapan pembelajaran berbasis masalah untuk meningkatkan pemahaman konsep Dan pengetahuan prosedural matematika siswa SMP.pdf  Published Version Download (583kB)  Preview 
Abstract
This study was aimed to determine (1) the differences between students understanding of mathematical concepts to acquire problembased learning with students receiving regular learning. (2) to knowing the differences in procedural knowledge of mathematics among students who received problembased 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 problembased learning. (5) to knowing the students responses to problembased learning. This study is a quasiexperimental 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 problembased learning compared with normal learning, where the problembased 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 problembased learning compared with normal learning, where the problembased learning can further improve procedural knowledge of mathematics students with the usual learning. (3) Variety of students answers in a problembased learning is more varied when compared with regular students in learning the answers. (4) understanding the concepts of students with problembased learning with the complete percentage is 77.14% and in procedural knowledge with the students problembased learning with the complete percentage is 88.57%. (5) there is a positive response to students problembased learning activities.
Item Type:  Article 

Keywords:  Understanding of Concepts; Procedural Knowledge; ProblemBased Learning: The Range of Students Answers; Thoroughness Learning; Students Responses 
Subjects:  L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics 
Divisions:  Program Pasca Sarjana > Pendidikan Matematika 
Depositing User:  Mrs Yuni Chairani 
Date Deposited:  05 Apr 2016 02:45 
URI:  http://digilib.unimed.ac.id/id/eprint/770 
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