The Implications of Providing Ill-Structured Problems on Students’ Learning Outcomes in the Topic of Polynomial
DOI:
https://doi.org/10.31980/mosharafa.v12i4.1198Keywords:
Hasil Belajar, Masalah Tidak Terstruktur, Suku Banyak, Learning Outcome, Ill-Structured Problem, PolynomialAbstract
Dalam matematika, masalah tidak terstruktur sering kali memberikan tantangan tersendiri bagi siswa karena keterbatasan informasi yang diberikan untuk menyelesaikan masalah tersebut. Tujuan penelitian ini adalah untuk mengetahui implikasi pemberian masalah tidak terstruktur terhadap hasil belajar siswa, khususnya pada materi suku banyak sesuai dengan silabus Kurikulum 2013. Penelitian ini merupakan penelitian eksperimen semu yang melibatkan subjek sebanyak 64 orang siswa kelas XI tahun ajaran 2022/2023 di SMA Santo Paulus Pontianak yang terbagi ke dalam dua kelompok, yaitu kelompok kontrol dan kelompok perlakuan, masing-masing sebanyak 32 orang siswa. Baik siswa di kelompok kontrol maupun kelompok perlakuan sama-sama menerima metode pembelajaran yang sama. Namun, siswa di kelompok perlakuan disodorkan sejumlah masalah tidak terstruktur secara berkelanjutan. Tes kemudian diberikan pada akhir pembelajaran. Nilai tes, baik siswa pada kelompok kontrol maupun kelompok perlakuan, dianalisis normalitasnya dengan menggunakan uji Kolmogorov-Smirnov, kemudian diuji signifikansinya dari segi rata-rata dengan menggunakan uji- tidak berpasangan. Penelitian ini menghasilkan fakta bahwa pemberian masalah tidak terstruktur membuahkan dampak positif terhadap hasil belajar siswa. Dengan kata lain, penggunaan masalah tidak terstruktur pada materi suku banyak dapat menjadi alternatif untuk meningkatkan hasil belajar siswa, khususnya siswa SMA Santo Paulus Pontianak.
The aim of this study is to determine the implications of providing ill-structured problems on students’ learning outcomes, specifically in the topic of polynomial according to the 2013 Curriculum syllabus. The subjects of this study were 65 students in grade XI of the 2022/2023 academic year at SMA Santo Paulus Pontianak, which was divided into two groups: the control group and the treatment group, with 32 students in each group. Both the control group and the treatment group received the same teaching method. However, the treatment group was consistently given a series of ill-structured problems. The implications of ill-structured problems on students’ learning outcomes were assessed through the analysis of daily evaluation scores conducted during the final session. This study found that the provision of ill-structured problems had a positive impact on students’ learning outcomes. This conclusion was drawn from statistical calculations using the independent -test on the daily evaluation scores of the two groups, resulting in -value of -2.2504 (equivalent to -value of 0.01415) at a significance level of 5%. The study concludes that providing of ill-structured problems in the topic of polynomial can be an alternative to improve students’ learning outcomes, particularly at SMA Santo Paulus Pontianak.
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