PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR PERSAMAAN LINGKARAN SISWA KELAS XI SMA
DOI:
https://doi.org/10.51878/secondary.v6i4.16373Abstract
Mathematics instruction needs to encourage active student engagement in understanding concepts and solving problems, particularly in circle equations, which require conceptual understanding and accurate application of mathematical formulas. This study aimed to determine the effect of the Problem-Based Learning (PBL) model on mathematics learning outcomes among eleventh-grade high school students studying circle equations. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The population consisted of 120 students, while the sample comprised 60 students from two classes, with 30 students in the experimental class and 30 in the control class. Data were collected through pretests, posttests, and observations of instructional implementation. Data analysis included normality and homogeneity tests, followed by an independent samples t-test using IBM SPSS Statistics version 26. The observation results indicated that instructional implementation reached 100%. The experimental class obtained a mean posttest score of 77.67, compared with 71.00 in the control class. The t-test yielded a significance value of 0.015 (p < 0.05). Therefore, PBL had a statistically significant effect on students’ learning outcomes in circle equations within the context of this study.
ABSTRAK
Pembelajaran matematika perlu mendorong keterlibatan aktif siswa dalam memahami konsep dan menyelesaikan masalah, terutama pada materi persamaan lingkaran yang menuntut pemahaman konsep dan ketepatan penerapan rumus. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem-Based Learning (PBL) terhadap hasil belajar matematika siswa kelas XI SMA pada materi persamaan lingkaran. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu dan desain nonequivalent control group design. Populasi penelitian berjumlah 120 siswa, sedangkan sampel terdiri atas 60 siswa dari dua kelas, yaitu 30 siswa pada kelas eksperimen dan 30 siswa pada kelas kontrol. Data dikumpulkan melalui tes pretest dan posttest serta observasi keterlaksanaan pembelajaran. Analisis data meliputi uji normalitas, uji homogenitas, dan Independent Samples t-test menggunakan IBM SPSS Statistics versi 26. Hasil observasi menunjukkan keterlaksanaan pembelajaran mencapai 100%. Rata-rata posttest kelas eksperimen sebesar 77,67, lebih tinggi daripada kelas kontrol sebesar 71,00. Hasil uji t menunjukkan nilai signifikansi 0,015 (p < 0,05). Dengan demikian, model PBL berpengaruh signifikan terhadap hasil belajar siswa pada materi persamaan lingkaran.
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