PENGARUH PEMBELAJARAN DENGAN PENDEKATAN PROBLEM POSING TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA

Abstract

This research aims to determine the increase in students 'mathematical understanding abilities that learn through problem posing better than those using direct learning in terms of the students' initial mathematical abilities (high, medium, and low). The design of this study is quasi-experimental. The study population was all students of SMPN 39 Bandung with a sample of eighth-grade students in two classes selected purposively. The experimental group obtained learning with the problem-posing strategy and the control group obtained direct learning. To get the research data, an instrument in the form of a mathematical understanding ability test was used. Data analysis was carried out quantitatively. Quantitative analysis was performed on the initial test data, the final test, and the normalized gain of mathematical understanding ability, as well as on the test data of the two groups tested the average difference between the two populations and the two ways ANOVA. The results showed that there was no difference in the increase in mathematical understanding ability between students who studied problem posing and students who learned direct learning, there was no difference in the increase in mathematical understanding skills between students who had high KAM, medium KAM, and low KAM, there was no interaction effect between learning models (problem-posing and direct learning) and the level of KAM towards increasing mathematical understanding ability.