EFEKTIVITAS MODEL PEMBELAJARAN SSCS (SEARCH, SOLVE, CREATE, AND SHARE) DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS

This study aims to examine the effectiveness of the SSCS learning model in improving students' mathematical problem-solving abilities

Penelitian ini bertujuan untuk menguji efektivitas model pembelajaran SSCS dalam meningkatkan kemampuan pemecahan masalah matematis peserta didik. Efektivitas model pembelajaran SSCS dapat dilihat dari kemampuan guru mengelola pembelajaran SSCS, aktivitas peserta didik selama mengikuti pembelajaran menggunakan model SSCS, respons peserta didik terhadap model pembelajaran SSCS, dan hasil belajar peserta didik.

Penelitian ini merupakan penelitian deskriptif dengan pendekatan gabungan (mixed methods). Subjek pada penelitian ini adalah peserta didik kelas X3 SMAN 1 Ngadiluwih. Instrumen yang digunakan yaitu lembar observasi kemampuan guru mengelola pembelajaran SSCS, lembar observasi aktivitas peserta didik, lembar pretest–posttest, dan lembar angket respons peserta didik. Berdasarkan hasil analisis, diperoleh kemampuan guru mengelola pembelajaran SSCS termasuk dalam kategori baik, aktivitas peserta didik yang memenuhi kriteria efektivitas pembelajaran hanya 3 dari 7 aktivitas, skor n-gain yang didapatkan yaitu 0.33, dan respons peserta didik yaitu positif.

Berdasarkan analisis data penelitian, diperoleh: 1) Kemampuan guru mengelola pembelajaran SSCS termasuk dalam kriteria efektif. 2) Aktivitas peserta didik termasuk kriteria tidak efektif. 3) Kemampuan pemecahan masalah peserta didik menunjukkan adanya peningkatan. 4) Peserta didik memberikan respons positif terhadap penerapan model pembelajaran SSCS. Dari uraian di atas dapat disimpulkan bahwa model pembelajaran SSCS dalam meningkatkan kemampuan pemecahan masalah matematis tidak efektif jika diterapkan pada materi jarak dalam ruang di kelas X3 SMAN 1 Ngadiluwih.

This study aims to examine the effectiveness of the SSCS learning model in improving students' mathematical problem-solving abilities. The effectiveness of the SSCS learning model can be seen from the teacher's ability to manage SSCS learning, students' activities during learning using the SSCS model, students' responses to the SSCS learning model, and students' learning outcomes.

This research is a descriptive research with a mixed methods approach. The subjects in this study were students of class X3 SMAN 1 Ngadiluwih. The instruments used were observation sheet of teacher's ability to manage SSCS learning, student activity observation sheet, pretest-posttest sheet, and student response questionnaire sheet. Based on the results of the analysis, it was obtained that the teacher's ability to manage SSCS learning was included in the good category, student activities that met the criteria for learning effectiveness were only 3 out of 7 activities, the n-gain score obtained was 0.33, and the student response was positive.

Based on the analysis of research data, obtained: 1) The teacher's ability to manage SSCS learning is included in the effective criteria. 2) Learners' activities are included in the ineffective criteria. 3) Problem solving ability of students showed an increase. 4) Learners gave a positive response to the application of the SSCS learning model. From the description above, it can be concluded that the SSCS learning model in improving mathematical problem solving skills is not effective if applied to distance material in space in class X3 SMAN 1 Ngadiluwih.