Perbandingan Kemampuan Komunikasi Matematis Siswa antara Problem Based Learning Dan Direct Instruction

Abstract

Kemampuan komunikasi matematis yang dimiliki oleh siswa masih rendah, sehingga perlu upaya untuk meningkatkan kemampuan komunikasi matematis siswa salah satunya menggunakan model pembelajaran Problem Based Learning (PBL) dan Direct Instruction (DI). Tujuan penelitian ini untuk menganalisis perbandingan kemampuan komunikasi matematis antara siswa yang mendapatkan model pembelajaran PBL dan DI. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas VII SMP Negeri 1 Tarogong Kaler Garut. Sampel dipilih berdasarkan teknik purposive sampling sebanyak dua kelas yaitu kelas VII-A sebagai kelas eksperimen I yang mendapat model pembelajaran PBL dan kelas VII-B sebagai kelas eksperimen II yang mendapat model pembelajaran DI.  Instrumen penelitian yang digunakan berupa tes uraian dan angket. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa kemampuan komunikasi matematis siswa yang mendapatkan model pembelajaran PBL lebih baik daripada siswa yang mendapatkan model pembelajaran DI dengan interpretasi peningkatan kemampuan komunikasi matematis siswa dari kedua kelas berinterpretasi sedang serta sikap siswa terhadap pembelajaran melalui model pembelajaran PBL dan DI berinterpretasi cukup.

Mathematical communication skills possessed by students are still low, so it needs efforts to improve students' mathematical communication skills, one of which is using the Problem Based Learning (PBL) and Direct Instruction (DI) learning model. The purpose of this study was to analyze the comparison of mathematical communication skills between students who received PBL and DI learning models. The research method used was quasi-experimental with a population of all seventh-grade students of SMP Negeri 1 Tarogong Kaler Garut. The sample was selected based on the purposive sampling technique consisting of two classes, namely class VII-A as the experimental class I which received the PBL learning model, and class VII-B as the experimental class II which received the DI learning model. The research instruments used were descriptive tests and questionnaires. Based on the results of statistical analysis, it is concluded that the mathematical communication skills of students who get the PBL learning model are better than students who get the DI learning model with the interpretation of the increase in students 'mathematical communication skills from both classes with moderate interpretation and students' attitudes towards learning through the PBL and DI interpreted learning models. enough.