Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Koneksi Matematis Ditinjau Dari Kemandirian Belajar Siswa

Abstract

Mathematical connection skills are important to help students relate mathematical concepts to other fields and everyday life. Students' low mathematical connection skills are caused by the fact that in learning, students tend to wait for information from teachers and are less actively involved during learning activities. This study aims to analyze the effect of the Problem Based Learning (PBL) model on mathematical connection skills when viewed from the perspective of student self regulated learning. The research method used was a quasi-experiment with a factorial experiment design. The research population was all ninth-grade students at a public junior high school in South Tangerang City. The sample consisted of 98 students, namely 50 students in the experimental class using the Problem-Based Learning model and 48 students in the control class using the conventional learning model, selected using cluster random sampling. The instruments used in this study were a self regulated learning questionnaire and a mathematical connection ability test instrument. The results of the study, which were analyzed using a Two-Way ANOVA test, showed that: (1) there was a significant difference in mathematical connection ability between students taught using PBL and those taught using the direct learning model, with a Sig. 0.021<0.05, (2) there was a significant difference in mathematical connection ability when viewed from self regulated learning, with a Sig. value of 0.000<0.05. Thus, the PBL learning model can be used as an alternative learning method to improve students' mathematical connection ability.