Efektivitas Model Problem-Based Learning untuk Meningkatkan Kemampuan Proses Komunikasi Matematis Siswa Sekolah Dasar
DOI:
https://doi.org/10.53299/jppi.v3i2.4314Keywords:
Problem-Based Learning, Komunikasi Matematis, Sekolah Dasar, Quasi-EksperimenAbstract
Penelitian ini bertujuan untuk mengkaji efektivitas model Problem-Based Learning (PBL) dalam meningkatkan kemampuan proses komunikasi matematis siswa kelas V sekolah dasar di Kabupaten Bima, Nusa Tenggara Barat. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen tipe Non-Equivalent Control Group Design yang melibatkan 60 siswa, terdiri atas 30 siswa kelas eksperimen yang memperoleh pembelajaran berbasis PBL dan 30 siswa kelas kontrol yang mengikuti pembelajaran konvensional. Data dikumpulkan melalui instrumen tes kemampuan komunikasi matematis yang telah divalidasi secara empiris dan analitis. Analisis data dilakukan melalui uji normalitas Shapiro–Wilk, uji homogenitas Levene, uji-t independen, analisis N-Gain ternormalisasi, dan penghitungan effect size Cohen's d. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh rata-rata pretest sebesar 41,67 dan posttest sebesar 78,33, sementara kelas kontrol mencatat rata-rata pretest 40,83 dan posttest 58,17. Uji-t independen membuktikan terdapat perbedaan yang signifikan antara kedua kelompok (t = 7,842; p < 0,001). Analisis N-Gain kelas eksperimen menghasilkan skor sebesar 0,64 (kategori sedang–tinggi), sedangkan kelas kontrol sebesar 0,29 (kategori rendah). Nilai Cohen's d sebesar 1,98 mengindikasikan effect size yang sangat besar. Temuan ini mengonfirmasi bahwa model PBL secara statistis signifikan dan efektif dalam mengoptimalkan kemampuan proses komunikasi matematis siswa sekolah dasar, serta memberikan kontribusi ilmiah bagi pengembangan strategi pembelajaran matematika berbasis masalah di tingkat pendidikan dasar.
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