Arina Nur Indriani, Hasanudin

Kemampuan Pemecahan Masalah Matematis dan Kecemasan Matematika Siswa Pada Pembelajaran Creative Problem Solving dan Problem Based Learning

Introduction

Kemampuan pemecahan masalah matematis dan kecemasan matematika siswa pada pembelajaran creative problem solving dan problem based learning. Kaji perbedaan kemampuan pemecahan masalah matematis dan kecemasan matematika siswa. Bandingkan dampak Creative Problem Solving dan Problem Based Learning pada siswa SMP.

Abstract

Penelitian ini bertujuan untuk mengkaji perbandingan pencapaian dan peningkatan kemampuan pemecahan masalah matematis serta mengkaji perbedaan kecemasan matematika antara siswa yang memperoleh pembelajaran Creative Problem Solving dan Problem Based Learning. Penelitian ini merupakan penelitian eksperimen kuasi dengan desain pretest-postest two treatment design. Penelitian ini dilakukan pada siswa kelas VII di SMP Negeri di Kabupaten Pandeglang. Instrumen penelitian yang digunakan meliputi tes kemampuan pemecahan masalah, angket kecemasan matematika dan lembar observasi. Analisis data dilakukan dengan menggunakan uji non parametric yaitu uji Mann-Whitney. Hasil penelitian ini yaitu: (1) terdapat perbedaan pencapaian kemampuan pemecahan masalah matematis antara siswa yang memperoleh model CPS dan siswa yang memperoleh PBL; (2) terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang memperoleh model CPS dan siswa yang memperoleh PBL ditinjau secara keseluruhan; (3) terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang memperoleh model CPS dan siswa yang memperoleh PBL ditinjau berdasarkan KAM tinggi; (4) tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah antara siswa yang memperoleh model CPS dan siswa yang memperoleh PBL ditinjau berdasarkan KAM sedang dan rendah; (5) tidak terdapat perbedaan kecemasan matematika antara siswa kelas CPS dan siswa kelas PBL

Review

This study critically examines the comparative effectiveness of Creative Problem Solving (CPS) and Problem Based Learning (PBL) models on Grade VII students' mathematical problem-solving ability and mathematics anxiety. Conducted as a quasi-experimental research with a pretest-posttest two-treatment design in public junior high schools in Pandeglang Regency, the research addresses a highly pertinent area in mathematics education. The chosen variables and pedagogical approaches are central to current efforts aimed at enhancing students' cognitive mathematical skills while simultaneously mitigating potential emotional barriers to learning. The methodology employed, a quasi-experimental design comparing two instructional interventions, is appropriate for this type of educational research. The use of multiple instruments—problem-solving tests, mathematics anxiety questionnaires, and observation sheets—suggests a comprehensive approach to data collection. The decision to analyze data using non-parametric Mann-Whitney tests is fitting, especially when assumptions for parametric tests might not be met, ensuring robust statistical conclusions. The findings reveal significant differences in both the achievement and improvement of mathematical problem-solving ability between students exposed to CPS versus PBL, with a notable distinction in improvement for students categorized with high KAM. Interestingly, the study concludes that there were no significant differences in mathematics anxiety between the two intervention groups. While the abstract provides a clear overview of the study's design and main findings, clarification on the abbreviation "KAM" (e.g., Initial Mathematical Ability or "Kemampuan Awal Matematis") would enhance accessibility for a broader readership, as it is a crucial categorization for some of the results. The full paper would benefit from a deeper discussion on the theoretical implications of *why* CPS appears more effective for high-ability students in problem-solving, and equally, why neither intervention led to significant differences in mathematics anxiety. Such insights could inform more targeted pedagogical strategies. This research provides valuable empirical data, contributing significantly to the literature on mathematics education by offering comparative evidence on the efficacy of two distinct problem-based learning models.

Full Text

Comments

You need to be logged in to post a comment.