Suhendra Suhendra, Hepsi Nindiasari

PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS SCAFFOLDING METAKOGNITIF : EFEKTIFITAS PENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS

Introduction

Pembelajaran problem based learning berbasis scaffolding metakognitif : efektifitas peningkatkan kemampuan pemecahan masalah matematis. PBL berbasis scaffolding metakognitif terbukti sangat efektif dalam meningkatkan kemampuan pemecahan masalah matematika siswa. Studi ini menyoroti dampak besar pada pembelajaran SPLSV.

Abstract

Penelitian ini bertujuan untuk menguji efektivitas model pembelajaran problem-based learning (PBL) berbasis scaffolding metakognitif dalam meningkatkan kemampuan pemecahan masalah matematika pada materi Sistem Persamaan Linear Satu Variabel (SPLSV) kelas VIII di MTsN 6 Tangerang. Penelitian dilakukan pada dua kelompok siswa, yaitu kelas kontrol yang menggunakan metode pembelajaran konvensional dan kelas eksperimen yang menggunakan model PBL berbasis scaffolding metakognitif. Data diperoleh melalui pretest dan posttest kemampuan pemecahan masalah matematika.Analisis data dilakukan melalui uji normalitas (Shapiro-Wilk Test), uji homogenitas varians (Levene's Test), paired t-test, independent t-test, dan penghitungan effect size menggunakan Cohen’s d. Hasil uji normalitas menunjukkan bahwa data berdistribusi normal (p > 0,05), dengan nilai p untuk pretest dan posttest masing-masing 0,064 dan 0,093 (kelas kontrol) serta 0,908 dan 0,133 (kelas eksperimen). Uji homogenitas varians menunjukkan bahwa data homogen (p = 0,437).Hasil paired t-test menunjukkan peningkatan signifikan pada kemampuan pemecahan masalah di kelas eksperimen (t = -12,07; p < 0,001), sementara kelas kontrol tidak menunjukkan peningkatan signifikan (t = -1,79; p = 0,083). Hasil independent t-test menunjukkan perbedaan signifikan antara posttest kelas eksperimen dan kontrol (t = -6,27; p < 0,001). Selain itu, nilai effect size Cohen’s d sebesar -1,62 menunjukkan bahwa model PBL berbasis scaffolding metakognitif memiliki efek yang sangat besar dalam meningkatkan kemampuan pemecahan masalah.Penelitian ini menyimpulkan bahwa model PBL berbasis scaffolding metakognitif efektif secara signifikan dalam meningkatkan kemampuan pemecahan masalah matematika siswa pada materi SPLSV. Pendekatan ini memberikan kontribusi besar terhadap peningkatan kualitas pembelajaran matematika, khususnya dalam meningkatkan kemampuan pemecahanmasalah matematis siswa.

Review

This study meticulously investigates the effectiveness of a problem-based learning (PBL) model enhanced with metacognitive scaffolding in improving mathematical problem-solving abilities. Focusing on 8th-grade students at MTsN 6 Tangerang, the research adopted a rigorous quasi-experimental design, comparing an experimental group exposed to the integrated model against a control group receiving conventional instruction. The methodology is commendable for its thorough statistical analysis, including tests for normality and homogeneity, paired and independent t-tests, and the calculation of Cohen’s d effect size, providing a comprehensive and statistically sound basis for evaluating the intervention's impact. The findings strongly support the efficacy of the PBL model with metacognitive scaffolding. Statistical analysis revealed a significant improvement in the problem-solving abilities of the experimental group post-intervention (p < 0.001), while the control group showed no significant gains. Moreover, a statistically significant difference was observed between the post-test scores of the experimental and control groups (p < 0.001), further solidified by a very large effect size (Cohen’s d = -1.62). These robust results lead to the conclusion that integrating metacognitive scaffolding within a PBL framework is highly effective in enhancing students' mathematical problem-solving skills, specifically within the context of Systems of Linear Equations in One Variable (SPLSV). This research provides a valuable contribution to the field of mathematics education, offering strong empirical evidence for an innovative instructional approach. The study's rigor in statistical analysis is a notable strength. To build upon these findings, future research could explore the qualitative aspects of how metacognitive scaffolding was implemented and perceived by students, offering deeper insights into the mechanisms of its effectiveness. Additionally, investigating the long-term retention of these enhanced problem-solving skills and their transferability to other mathematical topics or real-world problems would further solidify the practical implications and generalizability of this promising educational model.

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