ANALISIS KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI COGNITIVE LOAD THEORY PADA MODEL PEMBELAJARAN PBL DENGAN PENDEKATAN REALISTIK
Abstract
This study aims to determine the quality of problem solving abilities in terms of cognitive load theory in the PBL learning model with a realistic approach. The research design used a one-shot case study of 2 classes, namely the experimental and control classes at Dr. Vocational School. Tipto Semarang. Data collection techniques in research use test, questionnaire, observation, interview and documentation methods. The research results show that Hypothesis 1 shows that the average test results are tcount = 1.871 and ttable = 1.697. So it can be concluded that tcount > ttable, then H0 is rejected, meaning that the average problem-solving ability in terms of cognitive load theory in the PBL learning model with a realistic approach is more than the minimum criterion (70). Hypothesis 2 results of the classical completeness test obtained Zcount = 2.79 and Ztable = 1.64 because Zcount > Ztable then H0 is rejected so it can be concluded that the proportion of problem solving ability in terms of cognitive load theory in the PBL learning model with a realistic approach exceeds 75%. Hypothesis 3: The results of the average difference test calculation show that tcount = 6.483 and ttable = 1.697 because tcount > ttable, so H0 is rejected. So it can be concluded that the average problem-solving ability in terms of cognitive load theory in the PBL learning model with a realistic approach to the experimental class is more than the average problem-solving ability of the control class. Hypothesis 4 is the quality of problem solving abilities in terms of cognitive load theory in the PBL model with an effective realistic approach to increase the results of students' problem solving abilities and based on the results of the analysis of the N-Gain hypothesis test in the medium category which is equal to 0.38293 or if it is rounded up to 0.38 and is included in the medium category.
References
Dewi, N. P. W. P., & Agustika, G. N. S. 2020. Efektivitas Pembelajaran Matematika Melalui Pendekatan Pmri Terhadap Kompetensi Pengetahuan Matematika. Jurnal Penelitian Dan Pengembangan Pendidikan, 4(2), 204. https://doi.org/10.23887/jppp.v4i2.26781
Fajriah, N., & Asiskawati, E. (2015). Kemampuan Berpikir Kreatif Siswa dalam Pembelajaran Matematika Menggunakan Pendekatan Pendidikan Matematika Realistik di SMP. EDU-MAT: Jurnal Pendidikan Matematika, 3(2), 157–165. https://doi.org/10.20527/edumat.v3i2.643
Hendriyani, Resti, Aan Hendrayana, and Etika Khaerunnisa. "Pengaruh Model Problem Based Learning (PBL) Termodifikasi Cognitive Load Theory Terhadap Kemampuan Pemecahan Masalah Matematis Di Kabupaten Serang." Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika 4.2 (2023): 133-142
Khasanah, U., & Sutaman. 2015. Kesulitan Menyelesaikan Soal Cerita Matematika pada Siswa SMP. Artikel Publikasi, 1-13.
Kurino, Y. D. 2017. Penerapan Realistic Mathematic Education dalam Meningkatkan Hasil Belajar Siswa Kelas V pada Materi Volume Bangun Ruang di Sekolah Dasar. Jurnal Cakrawala Pendas, 3(2) 2579-4442
Maspupah, A., & Purnama, A. (2020). Analisis kesulitan siswa mts kelas viii dalam menyelesaikan soal cerita sistem persamaan linear dua variabel (spldv) ditinjau dari perbedaan gender. Jurnal Cendekia: Jurnal Pendidikan Matematika, 4(1), 237-246.
Nyala, J., Assuah, C., Ayebo, A., & Tse, N. (2016). The Prevalent Rate Of ProblemSolving Approach In Teaching Mathematics In Ghanaian Basic Schools. Internasional Journal Of Research In Education And Science, 2(2), 21489955. Di unduh dari https://www.ijres.net/index.php/ijres/ article/view/122
Purna, et al. 2021. Pengaruh Pendidikan Matematika Realistik Terhadap Hasil Belajar Matematika Siswa dengan Pengendalian Kemampuan Numerik. Jurnal Imiah Pendidikan dan Pembelajaran. Volume 5 Nomor 1, 2021, pp 160-168. E-ISSN: 2615-6091; P-ISSN: 1858-4543. DOI: http://dx.doi.org/10.23887/jipp.v5i1
Puspitasari, R. Y., & Airlanda, G. S. 2021. Meta-Analisis Pengaruh Pendekatan Pendidikan Matematika Realistik (PMR) Terhadap Hasil Belajar Siswa Sekolah Dasar. Jurnal Basicedu, 5(2), 1094–1103. https://doi.org/10.31004/basicedu.v5i2.878
Sari, A. W. 2017. Diagnosis kesulitan belajar matematika siswa di tinjau dari kemampuan koneksi matematika siswa kelas viii smp muhammadiyah 2 kartasura tahun ajaran 2016/2017. Jurnal Chemosphere, 7(1), 13-19
Shoimin, Aris. 2014. 68 Model Pembelajaran INOVATIF dalam Kurikulum 2013. Yogyakarta: AR-RUZZ MEDIA
Sugiyono. 2015. Metode Penelitian Kuantitatif dan Kualitatif dan R&D. Bandung: Alfabeta
Thorpe, J. A. (2018). Algebra: What should we teach and how should we teach it?. In Research issues in the learning and teaching of algebra (pp. 11-24). Routledge.
