PERBANDINGAN PENGARUH PROBLEM BASED LEARNING DAN INQUIRY BASED LEARNING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA
DOI:
https://doi.org/10.23969/jp.v11i02.50207Keywords:
Problem Based Learning, Inquiry Based Learning, Mathematical Representation AbilityAbstract
This study aims to compare the effect of Problem Based Learning (PBL) and Inquiry Based Learning (IBL) models on students' mathematical representation ability. The method used is a quasi-experimental with a non-equivalent pretest-posttest control group design. The sample consisted of 62 students of class VIII at SMP Negeri 4 Kramatwatu. Data analysis used the Independent Sample T-Test and Mann-Whitney U test. The results showed that: (1) the posttest mean of the PBL class was 75.16, higher than the IBL class at 67.58; (2) there was a significant difference in mathematical representation ability between PBL and IBL students (sig. 0.002 < 0.05); (3) the N-gain of the PBL class was 0.583, higher than the IBL class at 0.412. These findings indicate that the PBL model is more effective than IBL in improving students' mathematical representation ability.
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