IMPLEMENTATION OF THE SCIENTIFIC APPROACH WITH THE PROBLEM BASED LEARNING MODEL TO IMPROVING OF Implementasi Pendekatan Saintifik Dengan Model Problem Based Learning Untuk Meningkatkan Komunikasi Matematika (PTK Siswa Kelas VIIE SMP Negeri 1 Wedarijaksa
IMPLEMENTATION OF THE SCIENTIFIC APPROACH WITH
THE PROBLEM BASED LEARNING MODEL TO IMPROVING OF
MATH COMMUNICATION ON GRADE VII E OF SMP NEGERI 1
WEDARIJAKSA (CAR IN GRADE VII E OF SMP NEGERI 1
WEDARIJAKSA YEAR 2013/2014)
PUBLICATION ARTICLE
Submitted as Partial Fulfillment of The Requirements
for Getting Bachelor Degree of Education
in Mathematics Department
by :
ROFINDA TAUBAH
A 410 102 018
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
ABSTRACT
IMPLEMENTATION OF THE SCIENTIFIC APPROACH WITH
THE PROBLEM BASED LEARNING MODEL TO IMPROVING OF
MATH COMMUNICATION ON GRADE VII E OF SMP NEGERI 1
WEDARIJAKSA (CAR IN GRADE VII E OF SMP NEGERI 1
WEDARIJAKSA YEAR 2013/2014)
Rofinda Taubah1), Nining Setyaningsih2)
1) Student of Mathematics Department of UMS
2) Staff Lecturer of Mathematics Department of UMS
Email:
1) [email protected]
2) [email protected]
This study using aims to improve the students ability of mathematic
communication by scientific approach with Problem Based Learning model. This
study is an action research or classroom action research (CAR). Recipient of the
action is the subject of the students of grade VIIE of SMP Negeri 1 E Wedarijaksa
consist of 18 boys and 18 girls and given of action that is the subject of math’s
teachers who collaborate with researchers. The methods used to collect data are
done by observation, documentation, test questions and field record sheet. The
technique of data analysis consists of data reduction, data display and conclusion.
The results of the research that showed an improve in students' ability of
mathematical communication through a scientific approach with problem based
learning models. It can be show from the increasing of indicators: (1) to explain
mathematical ideas with orally, in writing, image, graphic or algebre to increase
of (39.44%), before the action (30.56%) and the last action (70%) (2) to express of
daily occurrence in the language or mathematical symbols (50%), before the
action (25%) and the last action (75%) and (3) to present discussion and written in
mathematics increase of (30.55%), before the action (41.67%) and the last action
(72.22%). From these results it can be concluded that the scientific approach to
the problem based learning models can improve communication skills of students
in mathematics learning mathematics.
Keywords: scientific, problem based learning, ability of math communication
INTRODUCTION
The students who have ability of understanding of mathematical is also
required to be able to communicate that it’s can be useful for others. So that the
students can be communicate of their mathematical ideas to others to the improve
to understand of the mathematical. One of the goals in the learning of
mathematics in school for students to communicate ideas with symbols, tables,
diagrams, or other media to clarify the situations or problems. According of
Within (1992) that ability of communication becomes important when in the
discussion among the students performed, in which students are expected to
expression, explain, describe, listen, question and cooperate so their able to bring
to a deep understanding of the mathematics.
Based on the results of observations which made in SMP Negeri 1
Wedarijaksa in grade VII-E with the totaling of 36 students which, consisting of
18 males and 18 females students, showed that the mathematical communication
is low. This conclution can be saw from the mathematical communication of
indicators as follows: 1) The ability to explain of mathematical ideas of in orally,
writing, describe, graphs and algebra by of 30.56%; 2) Explain of a daily
occurrence in the language or mathematical symbols by of 25%; 3) Ability to
discuss and written in presentations of mathematics of 41.67%. The root in this
problems in research that learning still use of the center-teacher and the student if
less active so that lack of interaction in learning and lack of communication in
mathematics learning.
The selection of learning models should appropriate and the approach too.
One of the approaches and models of learning that can be applied to the problems
in grade VII E SMP Negeri 1 Wedarijaksa is a scientific approach to the learning
model of Problem Based Learning. The scientific approach characterized by the
emphasis its learning of dimension of observation, reasoning, discovery,
validation, and an explanation of the truth. In the scientific approach of learning of
all subjects include digging through observation, questioning, trial and then
process the data, present the data and then analyze, reason, conclude and creates
(Ministry of Education and Culture, 2013).
`1
Learning with the scientific approach is expected to obtain optimal results,
so the teachers need appropriate learning model with the scientific approach. One
model of learning that appropriate is Problem Based Learning (PBL). The steps of
PBL in the learning process: a) basic concept, b) defining the problem, c) Selflearning, d) Exchange of knowledge, and e) Assessment.
The steps of the scientific approach with PBL models, such as : 1) The
teacher explains the purpose of learning. 2) Then the teacher gives a related
problem of learning materials. 3) The teacher directs the students to observe the
problem by dividing the many of groups, each group consisting of 6 students. 4)
In the process of observing the students can find of information from the learning
of guide books. 5) After getting the information, individual’s information is
collected and discussed in each groups. 6) In the process of reasoning, the students
solve the problems with exchanging knowledge of the resources that have been
obtained. 7) In the discussion to solve the problems occurring between the
students ask to one another in each group with respective. 8) After getting the
results of the discussion in a group the students tried to present of the results of
focus group discussions, while the other students to respond. 9) the teachers and
students together provide a conclusion of the study.
Based on the description above, scientific approach with the problem
based learning models is expected to improve of ability of communication the
students in the learning of mathematics. One effect of the use of the approach and
the learning model is on improving students' in mathematical communication. In
order to improve the ability of mathematucs communication, the teachers must be
able to apply the learning model approach and correctly according to the steps and
approaches that model. Therefore, the researchers do research with the titled of
Implementation of Scientific Approach to Problem Based Learning Model
for Improvement of Math Communication In Junior High School.
The expected of the goals of this research is to improve the mathematics
communication through a scientific approach to the Problem Based Learning
model in grade VIIE of SMP Negeri 1 Wedarijaksa years of 2013/2014.
`2
METHODS
The researcg was conducted in SMP 1 Wedarijaksa of grade VIIE years
2013/2014, with the totaling of 36 students. This study was conducted from
March 2014. Researchers preparation, execution and analysis of data with math’s
teachers. The subjects are students as the subject of a class action and the receiver
of math’s teacher of SMPN 1 Wedarijaksa as giver of.
This research is Classroom Action Research (CAR) type. That is the
process of assessment of learning problems in the classroom through selfreflection and attempts to solve its by doing various actions planned in real
situations and analyze any effect of such action (Wina Sanjaya, 2013: 149). CAR
focuses on the improvement of the learning process is not a direct impact on the
improvement of learning. If the program has not been able to reach the existing
problems, it is necessary to suklus next (second cycle) to try other actions. The
research data was collected from various sources include: a) information or a
resource, namely teachers and students; b) The course of events and learning
activities; b) documents or records, include curriculum, lesson planning and
implementation, and assessment of sheets. (Sutama, 2010:166)
This research is a collaborative classroom action research that is practical,
situational, conditional and contextual based on problems that arise in the learning
activities. Math’s teachers involved in this study since: 1) initial dialogue, 2)
action planning, 3) implementation of the action, 4) observation, 5) reflection, 6)
evaluation and 7) inference. Action research is descriptive qualitative. The
primary data source is the researcher who did the action, while the secondary data
documentations. Data retrieval can be done by observation, field notes,
documentation and test methods.
The research instrument was developed by researchers with the teachers of
mathematics with maintaining the validity of the data. The purpose of this study
was to determine the increase in students' mathematical communication by
applying the scientific approach with of Problem Based Learning model. The
research instrument used in this study is the observation guide and test of
questions. The instruments used in addition to observation and test of questions
`3
are field notes and documentation. This field records the form of additional notes
about the events that occurred on each action, while documentation of the list of
name students, a list of values students, lesson plans and photographs of each
action.
Similarly, checking of data validity technique used to checking the validity
of the contents. The technique used to check the validity of the data include
triangulation (triangulation source and triangulation methods) and review of keyinformation (in Sutama, 2010:166). Data validity checking techniques with
continuous observation and triangulation. The triangulation sources by making of
the others observations. Analysis of the data in this study include of data
collection, data presentation, and data verification. Based on the summary of
which was made later researchers carrying out data reduction activities include the
following elements of: 1) Selecting the data on the basis of relevance. 2) To
arranges the data in units of the type / simplification. 3) Focusing simplification
and transfer of raw-data into to field records.
RESULTS AND DISCUSSION
Preliminary in the observations made on Monday, March 24, 2014 in SMP
Negeri 1 of grade VIIE Wedarijaksa. These observations aimed to find out the
problems faced by teachers and students in the learning process. The results of the
initial observation and dialogue that has been done, an agreement that are : 1)
Identify the problems that arise as a barrier to ability of math communication
skills the students in learning mathematics, 2) Efforts to be made in improving the
ability of mathematics communication, 3) alternative learning practiced in
improve of mathematics communication in SMP Negeri 1 Wedarijaksa of grade
VIIE in the mathematics learning through scientific approach with Problem Based
Learning model of. Based on preliminary observations and pre-dialogue with the
math’s teacher of grade VIIE of the SMP Negeri 1 Wedarijaksa obtained the data
include: the ability to explain mathematical ideas with of orally, writing,
drawings, graphs and algebra by of 30.56%; expression of daily occurrence in
`4
language or mathematical symbols by of 25%; and the ability to discuss and
written of mathematical presentation of 41.67%.
The researchers conducted the study during the first two cycles of the
cycle and the second cycle of each cycle there are two meetings. The first meeting
of 2x40 minutes and the second meeting of 3x40 minutes.
Implementation of actions performed during the first cycle of 2 meetings
on Monday, April 21, 2014 and Thursday, April 24, 2014. At the first meeting the
learning process of the first cycle, the teacher still has not been able to apply the
scientific approach to the problem based learning models as well as the student
has not understand the approach and the learning model. Students still rowdy in
class during the learning process because it is not familiar with approaches and
learning model that is being applied. At the moment there is still a discussion
group of students who are not responsible in the group, just speak for themselves
and not working on the problems that have been given. Students are also still
anyone asks the answer to another group. At the time of presentation only a few
students in a group who dared to put forward the idea in front of the class to
present the results of the group discussions.
At the second meeting of the first cycle of the teachers are able to apply
the approaches and models of learning, as well as students were beginning to
understand the approach and applied learning models. But at the time of
giving teachers the basic concept is still a lot of explaining because students still
do not quite understand the learning materials and teacher at the time was still a
lot of discussions help students to solve problems so that students can make sense
is not so.
In the first cycle there are several indicators that have been achieved and
which has not been achieved. Indicators that have been achieved in the first cycle
according to the investigators' analysis of mathematics teachers stated that
indicators of daily events in language or mathematical symbols. The ability of
states daily occurrence in language or mathematical symbols on the first cycle
increased 30.56%, from 25% to 55.56%. While the indicators are not successful in
the first cycle is the ability to explain mathematical ideas orally, in writing,
`5
drawings, graphs and algebra. The ability to explain mathematical ideas orally, in
writing, drawings, graphs and algebra in the first cycle only increased 5.55%,
from 30.56% to 36.11% and the indicators discussed and written presentation
abilities in mathematics have not been successful in cycle first. The ability to
discuss and written presentations on the first cycle increased 5.55%, from 41.67%
to 47.22%.
The first cycle of the action plan needs to be revised, and the revised plan
of action would be used for a second cycle. Some need to be revised: 1) Teachers
are given an explanation of the scietific approach with the PBL model more then
the teacher can explain the process of learning. 2) Teachers do not dominate and
are not explained in the study, so that students are more active in accordance with
the approach and learning model that has been applied. 3) Teachers are more
direct when students discuss and monitor when students discussed. 4) Students
are given more time to find so many references that information obtained by
students.
Implementation of the actions carried out during the second cycle class 2
meetings are on Monday, April 28th, 2014 and Tuesday, April 29, 2014. At the
second cycle of learning, scientific approach to the problem based learning
models are already well underway. Students are more active during the learning
process using a scientific approach to the model of Problem Based Learning. In
the second cycle, the scientific approach to problem based learning model goes
well according to plan although there are still some drawbacks. All indicators of
ability of mathematical communication have also been achieved. Because
indicator of mathematics communication and scientific approach with Problem
Based Learning model has been going well as expected, researchers and teachers
of mathematics to the conclusion that a class action with a scientific approach to
problem based learning models ended in the second cycle.
Based on the research that has been conducted by researchers through
class action class action cycle I to cycle II by using a scientific approach to the
problem based learning models, researchers and classroom teachers concluded
that the ability of mathematical communication is improvement.
`6
Improved of ability of mathematics communication before the second
cycle of action to be presented in the table following.
Table 4.1
Improved to Ability of Mathematics Communication of Students
Total of Students Siswa (presentase)
Indicator
Pre-act
Ability to explained of
mathematic ideas with orally,
written, image, graph and
algebre
Ability to expressed of daily
occurance in the language or
mathematic symbols
Ability to present discussing
and write in its learning
Cycle I
Cycle II
30,56%
(11 students)
36,11%
(13 students)
70%
(25 students)
25%
(9 students)
55,56%
(20 students)
75%
(27 students)
41,67%
(15 students)
47,22%
(17 students)
72,22%
(26 students)
Graph of Improvement of Ability of Mathematic Communication
Matematika
80,00%
Ability to explained of
Mathematic ideas with
orally, written, image,
graph, and algebre
70,00%
60,00%
Students
(Presentase)
50,00%
40,00%
Ability to expressed of
daily occurance in
language or
mathematic symbols
30,00%
20,00%
10,00%
0,00%
Pre-Cycle
Cycle 1
Cycle 2
Classrom Action
Figure 4.6
Improved Ability of Mathematic Communication
`7
Ability to present of
discussing and write in
its learning
Based on table 4.1 and graph 4.1 that it’s can be concluded that the
scientific approach with the problem based learning models can be improve of
ability of mathematics communication the students of grade VIIE of the SMP
Negeri 1 Wedarijaksa. This can be seen by an improves in the mathematical
communication such as indicators by researchers use. This improve can more
increase the students' active learning and outcomes also increased.
1. The student’s ability to explain of mathematics-ideas with the orally, text,
image, graphics and algebra.
The students ability to explain of mathematical ideas of orally, in
writing, image, graphs and algebraic the scientific approach to learning with a
Problem Based Learning model can be show with the students' ability to
explain of mathematical ideas during the discussion with the exchange of
knowledge so that the process of asking students to one another and also the
process of reasoning to solve problems by explaining mathematical ideas that
have been obtained from the collection of information. The ability of students
to explain mathematical ideas orally, in writing, image, graphs and algebra of
pre action 30.56% and after the action from 36.11% to 70%.
This is supported by the results of research conducted by Wahyu
(2013) which states that the ability of students to explain mathematical ideas
orally, in writing, images, graphs and algebra in pre action by 28.57% and the
after becomes 85.71%.
2. The student’s ability to expression of daily occurance in the language or
mathematics symbols
The students ability to expressed of daily occurrence in the language or
mathematical symbols can be show with the student's ability to expressed of
daily occurance according the material studied during lessons and also the
student can answer with correctly about the individuals who have been gives.
The students ability to expressed of daily occurance in a language or
mathematic symbols in pre action 25% and after action from 55.56% to 75%.
`8
This is supported by research conducted by Wahyu (2013) states that
the ability to declare a daily occurrence in the language or mathematical
symbols prior action of 14.29% and after the action increased to 77.14%.
3. The student’s ability to present of discussion and write in mathematics
learning
The students ability to discuss and presentations with written in the
learning of mathematics by using scientific approach with Problem Based
Learning model is show by inability of students to discuss, exchange
knowledge of students in the process of question the student with other
students and can be presented in front of the class. More students who dared
come forward to present the results to the class discussion. The student ability
to discussion and presentation in learning of mathematics with written in prior
action of 41.67% and after action of 47.22% to 72.22%.
This condition is supported by research conducted by Wahyu (2013)
that the ability of mathematical discussion in pre action is taken by 22.86%
and after action becomes 91.43%. Similarly, research conducted by
Sarjuniningsih (2012) that the ability to present the results of the discussion in
pre action of 7.69% increase to 38.46% in after action.
Based on the above explanation that supports researchers conducted a
study and based on the formulation of the problem is formulated by the
researchers concluded that the hypothesis is accepted that the scientific
approach with the problem based learning models to improve the ability of
mathematics communication in students of grade VIIE of SMP Negeri 1
Wedarijaksa years 2013/2014.
CONCLUSION
This study is an action research on the application of the scientific
approach with problem based learning models to improve ability of mathematics
communication the students of grade VIIE of SMP Negeri 1 Wedarijaksa year
2013/2014.
`9
The results were conducted by researchers who collaborate with teachers
of mathematics can be summarized as follows: 1) scientific approach with
problem based learning models to improve the ability of mathematics
communication, namely the steps of: (a) the teacher gives a related problem of
learning materials, (b) the teacher directs students to observe the problem by
dividing the heterogeneous group, each group consisted of six students, (c) the
students can observe the process of seeking information from a guide book
learning is used, (d) after getting the information, any information collected and
discussed in each group, (e) the reasoning process, students solve problems with
the exchange of knowledge resources that have been obtained, (f) in discussions to
solve the problems occurring between students ask one another on each group
respectively, (g) as a result of discussion within the group of students tried to
present the results of focus group discussions, while other students respond, (h)
the teacher and students together provide a conclusion of the study. 2) An increase
in students' of mathematical communication through a scientific approach with
problem based learning models can be show from the following indicators: a) the
ability to explain mathematical ideas of orally, in writing, image, graphs and
algebra as more as 30.56% (11 students), after the first cycle of the action
contained 36.11% (13 students) and the second cycle of 70% (25 students), b) The
ability to expression of daily occurance in language or mathematical symbols in
pre action as more much of 25% (9 students), after the first cycle contained
55.56% (20 students) and the second cycle of 75% (27 students), c) Ability to
discuss and written of presentations mathematics in pre action as more of 41.67%
(15 students), after the first cycle of action there are 47.22% (17 students) and the
second cycle of 72.22% (26 students).
`10
BIBLIOGRAPHY
Kemendikbud. 2013. Materi Pelatihan Implementasi Kurikulum 2013.
Bandung: PT. Remaja Rosdakarya Offset
Putra, Muhamad Wahyu Purnama. 2014. Peningkatan Komunikasi dan Hasil
Belajar Matematika melalui Penerapan Pembelajaran Kreatif Model
Treffinger . Surakarta: Skripsi UMS
Sanjaya, Wina. 2013. Penelitian Pendidikan. Jakarta: Kencana Prenada Media
Group
Sarjuniningsih, Fajar. 2012. Peningkatan Komunikasi Matematika Melalui
Strategi Quick On The Draw dengan Memanfaatkan Alat Peraga .
Surakarta: Skripsi UMS
Sutama. 2010. Penelitian Tindakan Teori dan Praktek dalam PTK, PTS, dan
PTBK. Semarang: Surya Offset
Within. (1992). Mathematics Task Centre; Proffesional Development and
Problem Solving. In J Wakefield and L. Velardi (Ed). Celebrating
Mathematics Learning. Melbourne: The Mathematical Association of
Victoria
`11
THE PROBLEM BASED LEARNING MODEL TO IMPROVING OF
MATH COMMUNICATION ON GRADE VII E OF SMP NEGERI 1
WEDARIJAKSA (CAR IN GRADE VII E OF SMP NEGERI 1
WEDARIJAKSA YEAR 2013/2014)
PUBLICATION ARTICLE
Submitted as Partial Fulfillment of The Requirements
for Getting Bachelor Degree of Education
in Mathematics Department
by :
ROFINDA TAUBAH
A 410 102 018
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
ABSTRACT
IMPLEMENTATION OF THE SCIENTIFIC APPROACH WITH
THE PROBLEM BASED LEARNING MODEL TO IMPROVING OF
MATH COMMUNICATION ON GRADE VII E OF SMP NEGERI 1
WEDARIJAKSA (CAR IN GRADE VII E OF SMP NEGERI 1
WEDARIJAKSA YEAR 2013/2014)
Rofinda Taubah1), Nining Setyaningsih2)
1) Student of Mathematics Department of UMS
2) Staff Lecturer of Mathematics Department of UMS
Email:
1) [email protected]
2) [email protected]
This study using aims to improve the students ability of mathematic
communication by scientific approach with Problem Based Learning model. This
study is an action research or classroom action research (CAR). Recipient of the
action is the subject of the students of grade VIIE of SMP Negeri 1 E Wedarijaksa
consist of 18 boys and 18 girls and given of action that is the subject of math’s
teachers who collaborate with researchers. The methods used to collect data are
done by observation, documentation, test questions and field record sheet. The
technique of data analysis consists of data reduction, data display and conclusion.
The results of the research that showed an improve in students' ability of
mathematical communication through a scientific approach with problem based
learning models. It can be show from the increasing of indicators: (1) to explain
mathematical ideas with orally, in writing, image, graphic or algebre to increase
of (39.44%), before the action (30.56%) and the last action (70%) (2) to express of
daily occurrence in the language or mathematical symbols (50%), before the
action (25%) and the last action (75%) and (3) to present discussion and written in
mathematics increase of (30.55%), before the action (41.67%) and the last action
(72.22%). From these results it can be concluded that the scientific approach to
the problem based learning models can improve communication skills of students
in mathematics learning mathematics.
Keywords: scientific, problem based learning, ability of math communication
INTRODUCTION
The students who have ability of understanding of mathematical is also
required to be able to communicate that it’s can be useful for others. So that the
students can be communicate of their mathematical ideas to others to the improve
to understand of the mathematical. One of the goals in the learning of
mathematics in school for students to communicate ideas with symbols, tables,
diagrams, or other media to clarify the situations or problems. According of
Within (1992) that ability of communication becomes important when in the
discussion among the students performed, in which students are expected to
expression, explain, describe, listen, question and cooperate so their able to bring
to a deep understanding of the mathematics.
Based on the results of observations which made in SMP Negeri 1
Wedarijaksa in grade VII-E with the totaling of 36 students which, consisting of
18 males and 18 females students, showed that the mathematical communication
is low. This conclution can be saw from the mathematical communication of
indicators as follows: 1) The ability to explain of mathematical ideas of in orally,
writing, describe, graphs and algebra by of 30.56%; 2) Explain of a daily
occurrence in the language or mathematical symbols by of 25%; 3) Ability to
discuss and written in presentations of mathematics of 41.67%. The root in this
problems in research that learning still use of the center-teacher and the student if
less active so that lack of interaction in learning and lack of communication in
mathematics learning.
The selection of learning models should appropriate and the approach too.
One of the approaches and models of learning that can be applied to the problems
in grade VII E SMP Negeri 1 Wedarijaksa is a scientific approach to the learning
model of Problem Based Learning. The scientific approach characterized by the
emphasis its learning of dimension of observation, reasoning, discovery,
validation, and an explanation of the truth. In the scientific approach of learning of
all subjects include digging through observation, questioning, trial and then
process the data, present the data and then analyze, reason, conclude and creates
(Ministry of Education and Culture, 2013).
`1
Learning with the scientific approach is expected to obtain optimal results,
so the teachers need appropriate learning model with the scientific approach. One
model of learning that appropriate is Problem Based Learning (PBL). The steps of
PBL in the learning process: a) basic concept, b) defining the problem, c) Selflearning, d) Exchange of knowledge, and e) Assessment.
The steps of the scientific approach with PBL models, such as : 1) The
teacher explains the purpose of learning. 2) Then the teacher gives a related
problem of learning materials. 3) The teacher directs the students to observe the
problem by dividing the many of groups, each group consisting of 6 students. 4)
In the process of observing the students can find of information from the learning
of guide books. 5) After getting the information, individual’s information is
collected and discussed in each groups. 6) In the process of reasoning, the students
solve the problems with exchanging knowledge of the resources that have been
obtained. 7) In the discussion to solve the problems occurring between the
students ask to one another in each group with respective. 8) After getting the
results of the discussion in a group the students tried to present of the results of
focus group discussions, while the other students to respond. 9) the teachers and
students together provide a conclusion of the study.
Based on the description above, scientific approach with the problem
based learning models is expected to improve of ability of communication the
students in the learning of mathematics. One effect of the use of the approach and
the learning model is on improving students' in mathematical communication. In
order to improve the ability of mathematucs communication, the teachers must be
able to apply the learning model approach and correctly according to the steps and
approaches that model. Therefore, the researchers do research with the titled of
Implementation of Scientific Approach to Problem Based Learning Model
for Improvement of Math Communication In Junior High School.
The expected of the goals of this research is to improve the mathematics
communication through a scientific approach to the Problem Based Learning
model in grade VIIE of SMP Negeri 1 Wedarijaksa years of 2013/2014.
`2
METHODS
The researcg was conducted in SMP 1 Wedarijaksa of grade VIIE years
2013/2014, with the totaling of 36 students. This study was conducted from
March 2014. Researchers preparation, execution and analysis of data with math’s
teachers. The subjects are students as the subject of a class action and the receiver
of math’s teacher of SMPN 1 Wedarijaksa as giver of.
This research is Classroom Action Research (CAR) type. That is the
process of assessment of learning problems in the classroom through selfreflection and attempts to solve its by doing various actions planned in real
situations and analyze any effect of such action (Wina Sanjaya, 2013: 149). CAR
focuses on the improvement of the learning process is not a direct impact on the
improvement of learning. If the program has not been able to reach the existing
problems, it is necessary to suklus next (second cycle) to try other actions. The
research data was collected from various sources include: a) information or a
resource, namely teachers and students; b) The course of events and learning
activities; b) documents or records, include curriculum, lesson planning and
implementation, and assessment of sheets. (Sutama, 2010:166)
This research is a collaborative classroom action research that is practical,
situational, conditional and contextual based on problems that arise in the learning
activities. Math’s teachers involved in this study since: 1) initial dialogue, 2)
action planning, 3) implementation of the action, 4) observation, 5) reflection, 6)
evaluation and 7) inference. Action research is descriptive qualitative. The
primary data source is the researcher who did the action, while the secondary data
documentations. Data retrieval can be done by observation, field notes,
documentation and test methods.
The research instrument was developed by researchers with the teachers of
mathematics with maintaining the validity of the data. The purpose of this study
was to determine the increase in students' mathematical communication by
applying the scientific approach with of Problem Based Learning model. The
research instrument used in this study is the observation guide and test of
questions. The instruments used in addition to observation and test of questions
`3
are field notes and documentation. This field records the form of additional notes
about the events that occurred on each action, while documentation of the list of
name students, a list of values students, lesson plans and photographs of each
action.
Similarly, checking of data validity technique used to checking the validity
of the contents. The technique used to check the validity of the data include
triangulation (triangulation source and triangulation methods) and review of keyinformation (in Sutama, 2010:166). Data validity checking techniques with
continuous observation and triangulation. The triangulation sources by making of
the others observations. Analysis of the data in this study include of data
collection, data presentation, and data verification. Based on the summary of
which was made later researchers carrying out data reduction activities include the
following elements of: 1) Selecting the data on the basis of relevance. 2) To
arranges the data in units of the type / simplification. 3) Focusing simplification
and transfer of raw-data into to field records.
RESULTS AND DISCUSSION
Preliminary in the observations made on Monday, March 24, 2014 in SMP
Negeri 1 of grade VIIE Wedarijaksa. These observations aimed to find out the
problems faced by teachers and students in the learning process. The results of the
initial observation and dialogue that has been done, an agreement that are : 1)
Identify the problems that arise as a barrier to ability of math communication
skills the students in learning mathematics, 2) Efforts to be made in improving the
ability of mathematics communication, 3) alternative learning practiced in
improve of mathematics communication in SMP Negeri 1 Wedarijaksa of grade
VIIE in the mathematics learning through scientific approach with Problem Based
Learning model of. Based on preliminary observations and pre-dialogue with the
math’s teacher of grade VIIE of the SMP Negeri 1 Wedarijaksa obtained the data
include: the ability to explain mathematical ideas with of orally, writing,
drawings, graphs and algebra by of 30.56%; expression of daily occurrence in
`4
language or mathematical symbols by of 25%; and the ability to discuss and
written of mathematical presentation of 41.67%.
The researchers conducted the study during the first two cycles of the
cycle and the second cycle of each cycle there are two meetings. The first meeting
of 2x40 minutes and the second meeting of 3x40 minutes.
Implementation of actions performed during the first cycle of 2 meetings
on Monday, April 21, 2014 and Thursday, April 24, 2014. At the first meeting the
learning process of the first cycle, the teacher still has not been able to apply the
scientific approach to the problem based learning models as well as the student
has not understand the approach and the learning model. Students still rowdy in
class during the learning process because it is not familiar with approaches and
learning model that is being applied. At the moment there is still a discussion
group of students who are not responsible in the group, just speak for themselves
and not working on the problems that have been given. Students are also still
anyone asks the answer to another group. At the time of presentation only a few
students in a group who dared to put forward the idea in front of the class to
present the results of the group discussions.
At the second meeting of the first cycle of the teachers are able to apply
the approaches and models of learning, as well as students were beginning to
understand the approach and applied learning models. But at the time of
giving teachers the basic concept is still a lot of explaining because students still
do not quite understand the learning materials and teacher at the time was still a
lot of discussions help students to solve problems so that students can make sense
is not so.
In the first cycle there are several indicators that have been achieved and
which has not been achieved. Indicators that have been achieved in the first cycle
according to the investigators' analysis of mathematics teachers stated that
indicators of daily events in language or mathematical symbols. The ability of
states daily occurrence in language or mathematical symbols on the first cycle
increased 30.56%, from 25% to 55.56%. While the indicators are not successful in
the first cycle is the ability to explain mathematical ideas orally, in writing,
`5
drawings, graphs and algebra. The ability to explain mathematical ideas orally, in
writing, drawings, graphs and algebra in the first cycle only increased 5.55%,
from 30.56% to 36.11% and the indicators discussed and written presentation
abilities in mathematics have not been successful in cycle first. The ability to
discuss and written presentations on the first cycle increased 5.55%, from 41.67%
to 47.22%.
The first cycle of the action plan needs to be revised, and the revised plan
of action would be used for a second cycle. Some need to be revised: 1) Teachers
are given an explanation of the scietific approach with the PBL model more then
the teacher can explain the process of learning. 2) Teachers do not dominate and
are not explained in the study, so that students are more active in accordance with
the approach and learning model that has been applied. 3) Teachers are more
direct when students discuss and monitor when students discussed. 4) Students
are given more time to find so many references that information obtained by
students.
Implementation of the actions carried out during the second cycle class 2
meetings are on Monday, April 28th, 2014 and Tuesday, April 29, 2014. At the
second cycle of learning, scientific approach to the problem based learning
models are already well underway. Students are more active during the learning
process using a scientific approach to the model of Problem Based Learning. In
the second cycle, the scientific approach to problem based learning model goes
well according to plan although there are still some drawbacks. All indicators of
ability of mathematical communication have also been achieved. Because
indicator of mathematics communication and scientific approach with Problem
Based Learning model has been going well as expected, researchers and teachers
of mathematics to the conclusion that a class action with a scientific approach to
problem based learning models ended in the second cycle.
Based on the research that has been conducted by researchers through
class action class action cycle I to cycle II by using a scientific approach to the
problem based learning models, researchers and classroom teachers concluded
that the ability of mathematical communication is improvement.
`6
Improved of ability of mathematics communication before the second
cycle of action to be presented in the table following.
Table 4.1
Improved to Ability of Mathematics Communication of Students
Total of Students Siswa (presentase)
Indicator
Pre-act
Ability to explained of
mathematic ideas with orally,
written, image, graph and
algebre
Ability to expressed of daily
occurance in the language or
mathematic symbols
Ability to present discussing
and write in its learning
Cycle I
Cycle II
30,56%
(11 students)
36,11%
(13 students)
70%
(25 students)
25%
(9 students)
55,56%
(20 students)
75%
(27 students)
41,67%
(15 students)
47,22%
(17 students)
72,22%
(26 students)
Graph of Improvement of Ability of Mathematic Communication
Matematika
80,00%
Ability to explained of
Mathematic ideas with
orally, written, image,
graph, and algebre
70,00%
60,00%
Students
(Presentase)
50,00%
40,00%
Ability to expressed of
daily occurance in
language or
mathematic symbols
30,00%
20,00%
10,00%
0,00%
Pre-Cycle
Cycle 1
Cycle 2
Classrom Action
Figure 4.6
Improved Ability of Mathematic Communication
`7
Ability to present of
discussing and write in
its learning
Based on table 4.1 and graph 4.1 that it’s can be concluded that the
scientific approach with the problem based learning models can be improve of
ability of mathematics communication the students of grade VIIE of the SMP
Negeri 1 Wedarijaksa. This can be seen by an improves in the mathematical
communication such as indicators by researchers use. This improve can more
increase the students' active learning and outcomes also increased.
1. The student’s ability to explain of mathematics-ideas with the orally, text,
image, graphics and algebra.
The students ability to explain of mathematical ideas of orally, in
writing, image, graphs and algebraic the scientific approach to learning with a
Problem Based Learning model can be show with the students' ability to
explain of mathematical ideas during the discussion with the exchange of
knowledge so that the process of asking students to one another and also the
process of reasoning to solve problems by explaining mathematical ideas that
have been obtained from the collection of information. The ability of students
to explain mathematical ideas orally, in writing, image, graphs and algebra of
pre action 30.56% and after the action from 36.11% to 70%.
This is supported by the results of research conducted by Wahyu
(2013) which states that the ability of students to explain mathematical ideas
orally, in writing, images, graphs and algebra in pre action by 28.57% and the
after becomes 85.71%.
2. The student’s ability to expression of daily occurance in the language or
mathematics symbols
The students ability to expressed of daily occurrence in the language or
mathematical symbols can be show with the student's ability to expressed of
daily occurance according the material studied during lessons and also the
student can answer with correctly about the individuals who have been gives.
The students ability to expressed of daily occurance in a language or
mathematic symbols in pre action 25% and after action from 55.56% to 75%.
`8
This is supported by research conducted by Wahyu (2013) states that
the ability to declare a daily occurrence in the language or mathematical
symbols prior action of 14.29% and after the action increased to 77.14%.
3. The student’s ability to present of discussion and write in mathematics
learning
The students ability to discuss and presentations with written in the
learning of mathematics by using scientific approach with Problem Based
Learning model is show by inability of students to discuss, exchange
knowledge of students in the process of question the student with other
students and can be presented in front of the class. More students who dared
come forward to present the results to the class discussion. The student ability
to discussion and presentation in learning of mathematics with written in prior
action of 41.67% and after action of 47.22% to 72.22%.
This condition is supported by research conducted by Wahyu (2013)
that the ability of mathematical discussion in pre action is taken by 22.86%
and after action becomes 91.43%. Similarly, research conducted by
Sarjuniningsih (2012) that the ability to present the results of the discussion in
pre action of 7.69% increase to 38.46% in after action.
Based on the above explanation that supports researchers conducted a
study and based on the formulation of the problem is formulated by the
researchers concluded that the hypothesis is accepted that the scientific
approach with the problem based learning models to improve the ability of
mathematics communication in students of grade VIIE of SMP Negeri 1
Wedarijaksa years 2013/2014.
CONCLUSION
This study is an action research on the application of the scientific
approach with problem based learning models to improve ability of mathematics
communication the students of grade VIIE of SMP Negeri 1 Wedarijaksa year
2013/2014.
`9
The results were conducted by researchers who collaborate with teachers
of mathematics can be summarized as follows: 1) scientific approach with
problem based learning models to improve the ability of mathematics
communication, namely the steps of: (a) the teacher gives a related problem of
learning materials, (b) the teacher directs students to observe the problem by
dividing the heterogeneous group, each group consisted of six students, (c) the
students can observe the process of seeking information from a guide book
learning is used, (d) after getting the information, any information collected and
discussed in each group, (e) the reasoning process, students solve problems with
the exchange of knowledge resources that have been obtained, (f) in discussions to
solve the problems occurring between students ask one another on each group
respectively, (g) as a result of discussion within the group of students tried to
present the results of focus group discussions, while other students respond, (h)
the teacher and students together provide a conclusion of the study. 2) An increase
in students' of mathematical communication through a scientific approach with
problem based learning models can be show from the following indicators: a) the
ability to explain mathematical ideas of orally, in writing, image, graphs and
algebra as more as 30.56% (11 students), after the first cycle of the action
contained 36.11% (13 students) and the second cycle of 70% (25 students), b) The
ability to expression of daily occurance in language or mathematical symbols in
pre action as more much of 25% (9 students), after the first cycle contained
55.56% (20 students) and the second cycle of 75% (27 students), c) Ability to
discuss and written of presentations mathematics in pre action as more of 41.67%
(15 students), after the first cycle of action there are 47.22% (17 students) and the
second cycle of 72.22% (26 students).
`10
BIBLIOGRAPHY
Kemendikbud. 2013. Materi Pelatihan Implementasi Kurikulum 2013.
Bandung: PT. Remaja Rosdakarya Offset
Putra, Muhamad Wahyu Purnama. 2014. Peningkatan Komunikasi dan Hasil
Belajar Matematika melalui Penerapan Pembelajaran Kreatif Model
Treffinger . Surakarta: Skripsi UMS
Sanjaya, Wina. 2013. Penelitian Pendidikan. Jakarta: Kencana Prenada Media
Group
Sarjuniningsih, Fajar. 2012. Peningkatan Komunikasi Matematika Melalui
Strategi Quick On The Draw dengan Memanfaatkan Alat Peraga .
Surakarta: Skripsi UMS
Sutama. 2010. Penelitian Tindakan Teori dan Praktek dalam PTK, PTS, dan
PTBK. Semarang: Surya Offset
Within. (1992). Mathematics Task Centre; Proffesional Development and
Problem Solving. In J Wakefield and L. Velardi (Ed). Celebrating
Mathematics Learning. Melbourne: The Mathematical Association of
Victoria
`11