Pengaruh Model Problem-Based Learning (PBL) Berbasis Kontekstual Terhadap Kemampuan Menganalisis Konsep Dan Membuat Model Matematika Siswa Kelas 7 Di Smp Sekolah Indonesia Kuala Lumpur

The Influence of the Contextual Problem-Based Learning (PBL) Model on the Ability to Analyze Concepts and Create Mathematical Models of 7th Grade Students at Sekolah Indonesia Kuala Lumpur

ABSTRAK

Apriyanti, Siti Endang. 2025. Pengaruh Model Problem-Based Learning (PBL) Berbasis Kontekstual terhadap Kemampuan Menganalisis Konsep dan Kemampuan Membuat Model Matematika pada Materi Penyederhanaan Bentuk Aljabar Siswa Kelas 7 di SMP Sekolah Indonesia Kuala Lumpur. Tesis, Program Studi Teknologi Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya. Pembimbing: (I) Dr. Andi Mariono, M.Pd., dan (II) Prof. Dr. Andi Kristanto, S.Pd., M.Pd.

Kata Kunci: Problem-Based Learning, kemampuan menganalisis konsep, membuat model matematika.

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran Problem-Based Learning (PBL) berbasis kontekstual terhadap kemampuan menganalisis konsep dan kemampuan membuat model matematika siswa. Penelitian ini menggunakan desain quasi-eksperimen dengan bentuk nonequivalent control group design. Subjek penelitian adalah siswa kelas 7A sebagai kelompok kontrol (36 siswa) dan kelas 7B sebagai kelompok eksperimen (37 siswa) di SMP Sekolah Indonesia Kuala Lumpur pada semester ganjil tahun ajaran 2024/2025.

Kelompok eksperimen diberikan perlakuan menggunakan model PBL berbasis kontekstual, sedangkan kelompok kontrol menggunakan model Problem Solving. Data penelitian diperoleh melalui tes kemampuan menganalisis konsep dan membuat model matematika yang dilakukan sebelum (pretest) dan sesudah (posttest) perlakuan. Analisis data menggunakan uji independent sample test untuk menguji hipotesis.

Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh signifikan model PBL berbasis kontekstual terhadap kemampuan menganalisis konsep siswa, dengan nilai rata-rata posttest kelas eksperimen sebesar 82,19 dibandingkan 75,99 pada kelas kontrol (nilai signifikansi 0,016 < 0,05); dan (2) terdapat pengaruh signifikan model PBL berbasis kontekstual terhadap kemampuan membuat model matematika siswa, dengan nilai rata-rata posttest kelas eksperimen sebesar 84,67 dibandingkan 72,52 pada kelas kontrol (nilai signifikansi 0,001 < 0,05).

Berdasarkan temuan tersebut, disimpulkan bahwa penerapan model PBL berbasis kontekstual secara signifikan meningkatkan kemampuan menganalisis konsep dan kemampuan membuat model matematika siswa. Model ini memberikan pengalaman belajar yang lebih bermakna melalui pemecahan masalah berbasis konteks nyata, sehingga lebih efektif dibandingkan pembelajaran berbasis Problem Solving.

Penelitian ini merekomendasikan penggunaan model PBL berbasis kontekstual sebagai strategi pembelajaran inovatif yang mampu meningkatkan kemampuan berpikir analitis dan keterampilan matematika siswa, khususnya pada materi penyederhanaan bentuk aljabar

ABSTRACT

Apriyanti, Siti Endang. 2025. The Influence of Contextual Problem-Based Learning (PBL) Model on the Ability to Analyze Concepts and Create Mathematical Models in Simplifying Algebraic Expressions for 7th Grade Students at the Indonesian School of Kuala Lumpur. Thesis, Educational Technology Program, Faculty of Education, State University of Surabaya. Supervisors: (I) Dr. Andi Mariono, M.Pd., and (II) Prof. Dr. Andi Kristanto, S.Pd., M.Pd.

Keywords: Problem-Based Learning, concept analysis ability, mathematical modeling.

This study aims to analyze the influence of applying the Contextual Problem-Based Learning (PBL) model on students' ability to analyze concepts and create mathematical models. The research employed a quasi-experimental design with a nonequivalent control group design. The subjects of the study were 7th-grade students, with class 7A as the control group (36 students) and class 7B as the experimental group (37 students), at the Indonesian School of Kuala Lumpur during the odd semester of the 2024/2025 academic year.

The experimental group was treated with the Contextual Problem-Based Learning model, while the control group used the Problem Solving model. Data were collected through pretests and posttests on the ability to analyze concepts and create mathematical models. Data analysis was conducted using an independent sample t-test to test the hypotheses.

The results indicated that: (1) the Contextual Problem-Based Learning model had a significant impact on students' ability to analyze concepts, with the average posttest score of the experimental group being 82.19 compared to 75.99 in the control group (significance value 0.016 < 0.05); and (2) the model also significantly influenced students' ability to create mathematical models, with the average posttest score of the experimental group being 84.67 compared to 72.52 in the control group (significance value 0.001 < 0.05).

Based on these findings, it can be concluded that the implementation of the Contextual Problem-Based Learning model significantly improves students' ability to analyze concepts and create mathematical models. This model offers a more meaningful learning experience through contextual problem-solving, making it more effective than the Problem Solving model.

The study recommends adopting the Contextual Problem-Based Learning model as an innovative teaching strategy to enhance students' analytical thinking and mathematical skills, particularly in the topic of simplifying algebraic expressions