Ferdi Alfarez, Molli Wahyuni, Lussy Midani Rizki

Pengaruh Pembelajaran Berbasis Masalah Terhadap Kemampuan Penalaran Matematis Siswa Di Kelas X SMA Negeri 1 Salo

Introduction

Pengaruh pembelajaran berbasis masalah terhadap kemampuan penalaran matematis siswa di kelas x sma negeri 1 salo. Penelitian ini mengkaji pengaruh pembelajaran berbasis masalah terhadap kemampuan penalaran matematis siswa kelas X SMAN 1 Salo. Hasilnya menunjukkan peningkatan signifikan.

Abstract

This research was motivated by the low mathematical reasoning abilities of class X students at SMAN 1 Salo. One solution to overcome this problem is to use problem-based learning. The aim of this research is to determine the differences in the mathematical reasoning abilities of students who apply problem-based learning and students who apply conventional learning. This research is an quasi experiment using a nonequivalent control group design. The research subjects consisted of class X-1, totaling 33 students and X-2, totaling 33 students. The sampling technique used was purposive sampling. The data collection techniques used were observation sheets and mathematical reasoning ability test questions. The results of this research can be concluded that there is a difference in the average test results of students' mathematical reasoning abilities in the experimental class using problem-based learning and the control class which applies conventional learning for class X students at SMAN 1 Salo. This can be proven through the Independent Sample T-Test, obtaining a sig(2-tailed) value of 0.023 < 0.05, so H0 is rejected and H1 is accepted.

Review

This study investigates the impact of problem-based learning (PBL) on the mathematical reasoning abilities of tenth-grade students at SMAN 1 Salo, a relevant and timely topic given the documented low reasoning skills among students. The research is well-motivated by this identified problem and proposes PBL as a potential solution. The core aim to compare PBL against conventional learning approaches is clear and addresses a practical pedagogical question. Overall, the abstract presents a concise overview of an intervention study designed to test the effectiveness of an educational strategy, which is a valuable contribution to educational research. The methodology employed is a quasi-experimental design with a nonequivalent control group, which is an appropriate choice for an intervention study in a natural classroom setting. The research involved two intact classes, X-1 and X-2, each with 33 students, and utilized purposive sampling. Data collection relied on observation sheets and a mathematical reasoning ability test. The central finding, supported by an Independent Sample T-Test, indicates a statistically significant difference (sig(2-tailed) = 0.023 < 0.05) in favor of the experimental class that applied problem-based learning over the control class using conventional methods. While the abstract clearly states the design and result, a crucial point for a nonequivalent control group design is the assessment of baseline equivalence between the groups *before* the intervention, which is not explicitly mentioned but is critical for the validity of the post-test comparison using an independent *t*-test. The study effectively demonstrates the potential of problem-based learning to enhance students' mathematical reasoning abilities, providing empirical evidence that supports its adoption. However, based solely on the abstract, some areas would benefit from further detail. The role of "observation sheets" in data collection is mentioned but their contribution to the presented results, which focuses solely on the reasoning test, is unclear. Furthermore, the abstract lacks specifics regarding the implementation of PBL (e.g., duration, types of problems, teacher training), which would be vital for replication and understanding the mechanisms of effect. While the findings are encouraging, the generalizability might be limited given the single-school context and the methodological nuance regarding pre-existing group differences in a nonequivalent design. A full paper should elaborate on these aspects to strengthen the study's contribution and provide a more comprehensive understanding of the intervention and its outcomes.

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