Dian Kurniawan

Penggunaan Model Pembelajaran Problem Based Learning berbantuan Media Visual dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SMP

Introduction

Penggunaan model pembelajaran problem based learning berbantuan media visual dalam meningkatkan kemampuan pemecahan masalah matematis siswa smp. Teliti dampak Model Pembelajaran Problem Based Learning (PBL) berbantuan media visual dalam meningkatkan kemampuan pemecahan masalah matematis siswa SMP secara signifikan.

Abstract

This study aims to investigate the effect of using the Problem-Based Learning (PBL) model assisted by visual media on junior high school students’ mathematical problem-solving skills. The background of this research lies in the fact that many students still struggle to connect abstract mathematical concepts with their practical applications in everyday life. PBL was chosen because it positions students as active learners involved in analyzing and solving real-world problems, while visual media serves as a tool to concretize abstract concepts, making them easier to understand. The research method employed was quantitative with a quasi-experimental design, using a pretest-posttest control group design. The sample consisted of two classes of eighth-grade students (32 students each), selected through purposive sampling. The experimental class received instruction using the PBL model assisted by visual media, while the control class was taught using conventional methods. The research instrument was a mathematical problem-solving test in the form of essay questions based on Polya’s four problem-solving stages. Data were analyzed using normality, homogeneity, and independent t-tests. The findings revealed a significant difference between the experimental and control groups. The experimental group achieved a higher posttest mean score (81.6) compared to the control group (70.3), with average N-Gain scores of 0.65 (medium-high category) and 0.42 (medium category), respectively. The independent t-test produced a significance value of 0.000 < 0.05, indicating a positive and significant effect of implementing PBL with visual media on students’ mathematical problem-solving abilities. Therefore, it can be concluded that the combination of PBL and visual media is effective in enhancing mathematical understanding, critical thinking skills, and making mathematics learning more contextual and meaningful for junior high school students.

Review

This study addresses a critical challenge in mathematics education: enhancing junior high school students' mathematical problem-solving skills, particularly in bridging abstract concepts with practical applications. The chosen intervention, a combination of Problem-Based Learning (PBL) and visual media, is theoretically well-justified, aiming to foster active learning and concretize abstract ideas. The quantitative quasi-experimental design, employing a pretest-posttest control group and assessing problem-solving stages based on Polya's framework, provides a sound methodological approach. The clear objective and appropriate design set a strong foundation for investigating the proposed intervention. The findings presented in the abstract strongly support the effectiveness of integrating PBL with visual media. A significant difference was observed between the experimental and control groups, with the experimental group demonstrating substantially higher posttest mean scores (81.6 vs. 70.3). Furthermore, the N-Gain scores (0.65 for experimental vs. 0.42 for control) indicate a greater improvement in problem-solving abilities within the intervention group, reaching a medium-high category of gain. The statistical significance (p < 0.05) derived from the independent t-test provides compelling evidence for the positive effect. These results effectively affirm the study's hypothesis that the combined approach successfully enhances mathematical understanding, critical thinking, and makes mathematics learning more contextual and meaningful for junior high school students. While the study offers valuable insights and a clear contribution to mathematics education, a few areas warrant further consideration or future exploration. The abstract mentions "visual media" but does not elaborate on its specific types or detailed integration, which would be crucial for replication and deeper understanding of the intervention's mechanics. Although the quasi-experimental design is appropriate, the purposive sampling of 32 students per group, while sufficient for initial exploration, might limit the generalizability of the findings; larger and more diverse samples could strengthen future studies. Nonetheless, this research provides robust evidence for the benefits of combining PBL with visual media, offering a practical and effective instructional strategy for educators aiming to cultivate stronger mathematical problem-solving abilities.

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