Surya Wisada Dachi, Tua Halomoan Harahap

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING TERHADAP HASIL BELAJAR SISWA

Introduction

Pengaruh model pembelajaran probing prompting terhadap hasil belajar siswa. Penelitian ini menunjukkan model pembelajaran Probing Prompting secara signifikan meningkatkan hasil belajar matematika siswa. Lihat bagaimana metode ini menaikkan rata-rata nilai belajar.

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh model pembelajaran probing prompting. Jenis penelitian yang dilakukan adalah penelitian eksperimen semu dengan membandingkan tingkat hasil belajar matematika siswa sebelum menggunakan model pembelajaran Probing Prompting dengan tingkat hasil belajar matematika sesudah menggunakan model pembelajaran Probing Prompting. Instrumen penelitian ini adalah tes yang berbentuk essay. Dari hasil analisis diperoleh bahwa nilai rata-rata siswa yang diajarkan dengan menggunakan model pembelajaran Probing Prompting lebih tinggi dibandingkan nilai rata-rata siswa sebelum menggunakan model pembelajaran Probing Prompting yaitu 82,14 banding 72,74. Nilai tertinggi yang diperoleh siswa sebelum diajarkan dengan menggunakan model pembelajaran Probing Prompting adalah 90. Nilai tertinggi yang diperoleh siswa setelah diajarkan dengan model pembelajaran Probing Prompting adalah 100. Berdasarkan pengujian statistik dengan menggunakan uji t dapat disimpulkan bahwa ada pengaruh penggunaan model pembelajaran Probing Prompting dalam meningkatkan hasil belajar matematika siswa. Hal ini terlihat dari nilai Post Test yang lebih besar dibandingkan nilai Pre Test sebelum menggunakan model pembelajaran Probing Prompting

Review

This study investigates the influence of the Probing Prompting learning model on student learning outcomes, specifically in mathematics. The abstract clearly articulates the study's objective and outlines a quasi-experimental approach, comparing students' mathematics achievement before and after the intervention. The findings presented suggest a notable improvement, with post-intervention average scores significantly higher than pre-intervention scores, supported by a t-test analysis. This indicates a positive correlation between the implementation of the Probing Prompting model and enhanced student performance in mathematics. The primary strength of this research lies in its clear focus and direct empirical assessment of a specific pedagogical model. The reported data, showing an increase in average scores from 72.74 to 82.14 and maximum scores from 90 to 100, provides compelling evidence of the model's effectiveness within the context of the study. The statistical confirmation via the t-test reinforces the conclusion that the Probing Prompting model positively impacts students' mathematics learning. This offers valuable insights for educators seeking to improve instructional strategies and potentially provides a practical model for enhancing student engagement and comprehension. However, the abstract could benefit from further methodological detail to fully assess the study's rigor and generalizability. While described as quasi-experimental, the comparison primarily appears to be a single-group pre-test post-test design, which, without a control group, is susceptible to various threats to internal validity (e.g., maturation, history effects, testing effects). Crucial information regarding the sample size, grade level of the students, and the duration of the intervention is absent. Additionally, a brief mention of the validity and reliability of the essay-based test instrument would strengthen the abstract. A more comprehensive discussion in the full paper addressing these limitations, or detailing the use of a robust quasi-experimental design (e.g., non-equivalent control group design), would significantly enhance the study's contribution.

Full Text

Comments

You need to be logged in to post a comment.