Dhea Rahmayani

PENGARUH PENERAPAN STRATEGI MEANS ENDS ANALYSIS (MEA) TERHADAP KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK DI SMA NEGERI 9 PONTIANAK

Introduction

Pengaruh penerapan strategi means ends analysis (mea) terhadap kemampuan pemecahan masalah peserta didik di sma negeri 9 pontianak. Jelajahi efektivitas strategi Means Ends Analysis (MEA) dalam meningkatkan kemampuan pemecahan masalah fisika materi usaha dan energi pada siswa SMA di Pontianak. MEA terbukti signifikan.

Abstract

Penelitian ini mengkaji pengaruh strategi Means Ends Analysis (MEA) terhadap kemampuan pemecahan masalah peserta didik pada materi usaha dan energi. Metode penelitian ini adalah pre eksperimen design (one group pretest-posttest design) dengan sampel 31 orang peserta didik kelas X IPA 3 SMAN 9 Pontianak yang diambil dengan teknik cluster random sampling.  Instrumen penelitian terdiri dari 5 soal essay. Berdasarkan analisis data, kemampuan pemecahan masalah pada pretest diperoleh skor sebesar 48,94 berada pada kategori rendah dan posttest diperoleh skor sebesar 79,10 pada kategori tinggi. Meningkat pada kategori sedang dengan skor N-Gain 0,6. Uji Paired Sample t-test menunjukkan perbedaan yang signifikan terhadap kemampuan pemecahan masalah setelah diterapkan strategi Means Ends Analysis (MEA) pada materi usaha dan energi. Keefektifan strategi MEA dalam meningkatkan kemampuan pemecahan masalah dikategorikan efektif dengan harga effect size sebesar 0,3 (kategori sedang). Hasil Penelitian ini diharapkan dapat menjadi alternatif dalam upaya meningkatkan kemampuan pemecahan masalah fisika peserta didik dengan menggunakan strategi pemecahan masalah Means Ends Analysis (MEA).

Review

This study investigates the influence of the Means Ends Analysis (MEA) strategy on the problem-solving abilities of students, specifically within the context of 'work and energy' material, at SMAN 9 Pontianak. Utilizing a pre-experimental design, specifically a one-group pretest-posttest approach, the research engaged 31 students from class X IPA 3, selected via cluster random sampling. The primary instrument for data collection comprised five essay questions designed to assess problem-solving skills. The aim is to determine if applying the MEA strategy can significantly improve students' capacity to solve physics problems. The findings indicate a notable improvement in students' problem-solving abilities following the intervention. Pretest scores, averaging 48.94, fell into a 'low' category, which significantly increased to a 'high' category with an average of 79.10 in the posttest. This improvement is further supported by a normalized gain (N-Gain) score of 0.6, categorizing the increase as moderate. Statistical analysis using a Paired Sample t-test confirmed a significant difference in problem-solving abilities post-MEA strategy implementation. Furthermore, the effectiveness of the MEA strategy was categorized as 'medium' with an effect size of 0.3. While these results suggest a positive impact, the reliance on a one-group pretest-posttest design inherently limits the strength of causal inferences due to the absence of a control group to rule out alternative explanations for the observed gains. Despite the methodological limitation regarding establishing robust causality, the study provides promising evidence that the Means Ends Analysis strategy holds potential as a valuable pedagogical tool for enhancing physics problem-solving skills among students. The observed improvements in student performance, particularly the transition from low to high categories, suggest practical applicability. For future research, incorporating a control group and potentially a larger, more diverse sample would significantly strengthen the internal and external validity of the findings, allowing for more definitive conclusions about the MEA strategy's causal influence and generalizability. Nevertheless, this research serves as a useful initial step, offering an alternative strategy for educators aiming to boost students' problem-solving competencies in physics.

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