Penggunaan Model Problem Based Learning (PBL) Berbasis Realistic Mathematics Education Terhadap Pemahaman Konsep Pecahan Pada Siswa SD
DOI:
https://doi.org/10.36312/jar.v4iSpecial%20Issue.3472Keywords:
Model Problem Based Learning (PBL), Realistic Mathematic Education, Pecahan, Pemahaman KonsepAbstract
Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan model Problem Based Learning (PBL) berbasis Realistic Mathematics Education (RME) terhadap pemahaman konsep pecahan siswa kelas V di SDN 1 Lendang Nangka. Penelitian ini dilakukan untuk menjawab kesenjangan dalam penerapan model pembelajaran yang mampu meningkatkan pemahaman konsep pecahan secara mendalam. Hasil-hasil penelitian terdahulu menunjukkan bahwa pendekatan konvensional cenderung hanya menekankan aspek prosedural, sehingga siswa kesulitan memahami makna konsep pecahan secara utuh. Oleh karena itu, penelitian ini penting karena memberikan kontribusi terhadap upaya peningkatan mutu pembelajaran matematika dasar melalui integrasi antara PBL dan RME. Metode yang digunakan adalah metode kuantitatif dengan desain pre-eksperimen (one-group pretest-posttest design). Sampel penelitian terdiri dari 23 siswa kelas V dengan teknik sampling jenuh. Instrumen penelitian berupa tes pilihan ganda yang telah diuji validitas dan reliabilitasnya. Uji prasyarat dilakukan menggunakan Shapiro-Wilk, sedangkan uji hipotesis menggunakan Paired Sample t-Test. Hasil penelitian menunjukkan bahwa rata-rata skor pretest sebesar 56,81 meningkat menjadi 73,04 pada posttest, dengan nilai signifikansi (2-tailed) = 0,000 < 0,05, yang berarti terdapat pengaruh signifikan dari penerapan model tersebut. Hasil ini memiliki implikasi praktis bagi guru dalam mengembangkan strategi pembelajaran yang lebih kontekstual dan bermakna, serta dapat menjadi acuan dalam penyusunan modul ajar matematika berbasis PBL-RME di sekolah dasar.
This study aims to analyze the effect of using the Realistic Mathematics Education (RME)-based Problem Based Learning (PBL) model on fifth-grade students' understanding of fractions at SDN 1 Lendang Nangka. This study was conducted to address the gap in the application of learning models that can improve students' in-depth understanding of fractions. Previous studies have shown that conventional approaches tend to emphasize procedural aspects, making it difficult for students to fully understand the meaning of fractions. Therefore, this study is important because it contributes to efforts to improve the quality of basic mathematics learning through the integration of PBL and RME. The method used was a quantitative method with a pre-experimental design (one-group pretest-posttest design). The research sample consisted of 23 fifth-grade students using a saturated sampling technique. The research instrument was a multiple-choice test that had been tested for validity and reliability. The prerequisite test was conducted using Shapiro-Wilk, while the hypothesis test used the Paired Sample t-Test. The results showed that the average pretest score of 56.81 increased to 73.04 on the posttest, with a significance value (2-tailed) = 0.000 < 0.05, which means that there was a significant effect of the application of the model. These results have practical implications for teachers in developing more contextual and meaningful learning strategies, and can be used as a reference in the development of PBL-RME-based mathematics teaching modules in elementary schools.
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