Potential Effect of Blended Problem-Based Learning to Support Students’ Mathematics Activity
DOI:
https://doi.org/10.31980/mosharafa.v12i4.1192Keywords:
Aktivitas mahasiswa, BPBL, Keefektifan, Pembelajaran matematika, effective, mathematics learning, students’ activityAbstract
Kurangnya aktivitas pembelajaran eksploratif yang melibatkan mahasiswa secara aktif masih menjadi masalah dalam pembelajaran matematika. Blended problem-based learning (BPBL), sebagai perluasan dari model problem-based learning (PBL), ditawarkan sebagai solusi alternatif untuk mengoptimalkan keterlibatan dan pengalaman belajar mahasiswa. Penelitian ini bertujuan untuk mengkaji aspek efektivitas produk perangkat BPBL berbasis LMS Moodle dalam menunjang aktivitas pembelajaran matematika. Menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan 28 mahasiswa PGMI IAIN Bone, dengan fokus pada kriteria efektivitas produk terkait aktivitas belajar. Data efektivitas diperoleh melalui observasi, kuesioner, dan wawancara. Analisis data dilakukan secara kuantitatif deskriptif dan kualitatif dengan tahapan reduksi data, penyajian, dan penarikan kesimpulan. Hasil analisis menunjukkan bahwa BPBL berkontribusi positif terhadap keaktifan mahasiswa, baik dalam pembelajaran tatap muka maupun pada pembelajaran online. Keaktifan mahasiswa pada aktivitas fisik seperti aktivitas lisan, menulis, visual, dan motorik memenuhi kriteria tinggi. Hasil penelitian juga mengindikasikan adanya efek potensial produk yang positif pada aktivitas emosional dan mental. BPBL cukup efektif dalam menstimulasi ketertarikan, motivasi dan kemandirian belajar serta mampu memfasilitasi interaksi dan kolaborasi dalam pembelajaran.
The lack of explorative learning activities that actively involve students remains problematic in mathematics education. BPBL, as an extension of PBL model, is proposed as an alternative solution to optimize student engagement and learning experience. This study aims to investigate the effectiveness of BPBL using the Moodle LMS in mathematics learning. This is a descriptive qualitative study involving 28 PGMI IAIN Bone students. Effectiveness criteria focus on potential effects related to student activities, with data gathered from observations, questionnaires, and interviews. Data were analyzed quantitatively and qualitatively, including data reduction, presentation, and conclusion drawing. The major finding indicates that BPBL positively contributed on students’ activeness in both face-to-face and online learning. The students’ physical activeness in oral, writing, visual and motor activities were in high category. The finding also reveals other potential effects of product such as in emotional and mental activities. BPBL was considerably effective to stimulate students’ motivation, self-paced learning as well as facilitate interaction and learning collaboration.
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