MENGEMBANGKAN KETERAMPILAN MEMECAHKAN MASALAH MELALUI PEMBELAJARAN BERDASAR MASALAH

Authors

  • Imami Arum Tri Rahayu

DOI:

https://doi.org/10.26740/jvte.v1n1.p1-6

Abstract

ABSTRAK

Kemampuan pemecahan masalah merupakan salah tujuan pembelajaran level tinggi dalam ranah kognitif. Beberapa penelitian menunjukkan bahwa dengan menggunakan model pembelajaran tertentu memberikan dampak peningkatan yang signifikan terhadap peningkatan hasil belajar kognitif. Penelitian ini merupakan penelitian tindakan kelas kolaboratif yang bertujuan untuk mengetahui bagaimana pengaruh penggunaan model pembelajaran berbasis masalah terhadap kemampuan pemecahan masalah dan sikap sosial pebelajar. Penerapan model pembelajaran berbasis masalah dilakukan selama dua siklus dan pengukuran hasil belajar dilakukan dengan menggunakan instrumen penilaian non-test berupa lembar penilaian. Analisis data selanjutnya dilakukan dengan menggunakan metode penskoran. Hasil penelitian menunjukkan bahwa pada siklus satu kemampuan pemecahan masalah siswa belum optimal karena 75% subyek tidak berhasil menyelesaikan permasalahan. Selain itu, masih banyak ditemukan sikap yang tidak relevan dengan proses pembelajaran. Pada siklus kedua terjadi peningkatan kemampuan pemecahan masalah dengan indikasi bahwa 75% siswa mampu menyelesaikan permasalahan yang diberikan dan disertai dengan penurunan sikap yang tidak relevan.

                                                                                                                                                       

Kata Kunci: problem solving, social behavior, hasil belajar kognitif.

 

ABSTRAK

Problem solving ability is one of the goals of high level learning in the cognitive domain. Several studies have shown that using a particular learning model provides a significant improvement impact on improving cognitive learning outcomes. This research is a collaborative class action research that aims to find out how the influence of the use of problem-based learning model to problem solving ability and social attitude of learners. Implementation of problem-based learning model is done during two cycles and measurement of learning result is done by using non-test assessment instrument in the form of assessment sheet. Further data analysis is done by using scoring method. The results showed that in the one cycle problem solving ability students have not optimal because 75% of subjects did not successfully solve the problem. In addition, there are still many attitudes that are not relevant to the learning process. In the second cycle there is an increase in problem-solving abilities with an indication that 75% of students are able to resolve the given problem and accompanied by a decrease in irrelevant attitudes.

 

Keywords: problem solving, social behavior, cognitive learning outcomes

References

[1] Chaudhry N. G. and Rasool G., 2012. A Case Study on Improving Problem Solving Skills of Undergraduate Computer Science Students. World Applied Sciences Journal 20 (1): 34-39.
[2] GAYP Adistana, 2016, œPengaruh Blended Learning Station-Rotation (Kooperatif Vs Kompetitif) Dan Gaya Kognitif, Terhadap Keterampilan Intelektual Manajemen Konstruksi. Disertasi dan Thesis. Program Pascasarjana UM.
[3] Bruner, J. 1966. Toward a theory of instruction. Cambridge, MA: Belknap Press of Harvard University Press.
[4] Arends, Richard I. 2007. Learning to Teach Belajar untuk Mengajar. Yogyakarta: Pustaka Belajar.
[5] Rusman. 2010. Model-model Pembelajaran. Jakarta: Raja Grafindo Persada.
[6] Trianto. 2010. Mendesain Model Pembelajaran Inovatif Progresif. Jakarta: Kencana Predana Media Group.
[7] Arikunto, S. Suhardjono dan Supardi. 2009. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.
[8] Wiriaatmadja, Rochiati, 2006. Metode Penelitian Tindakan Kelas: Untuk Meningkatkan Kinerja Guru dan Dosen. Bandung: Remaja Rosdakarya.

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Published

2019-03-11

Issue

Vol. 1 No. 1 (2019): March

Section

Articles

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