PELAKSANAAN PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL PROBLEM POSING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA KELAS V

Dayang Yeni Riya Puspita, Budiman Tampubolon, Tahmid Sabri

Abstract


Abstrak: Pelaksanaan pembelajaran matematika menggunakan model problem posing untuk meningkatkan aktivitas dan hasil belajar siswa. Penelitian ini menggunakan metode deskriptif. Bentuk tindakan kelas bersifat kolaboratif dilaksanakan di kelas V SDN 09 Pontianak Tenggara. Teknik penelitian yaitu observasi langsung berupa lembar observasi guru dan siswa, teknik pengukuran berupa instrumen tes. Teknik penyajian data berupa tabel dan analisis. Evaluasi skor kemampuan guru melaksanakan pembelajaran pada siklus I (rata-rata 2,73; cukup memuaskan), siklus II (rata-rata 3,00; memuaskan), siklus III ( rata-rata 3,27; memuaskan), ada peningkatan 0,54. Pada indikator aktivitas, dari siklus I sampai siklus III peningkatan total jumlah yang muncul 16 siswa; persentase 50%; rata-rata peningkatannya 2,28; persentase 7,12%. Pada tes akhir pembelajaran nilai rata-rata siklus I 61,25 (tidak tuntas), siklus II 77,50 (tuntas) dan siklus III 80,31 (tuntas). Jadi ada peningkatan sebesar 19,06.

 

Kata Kunci: Pembelajaran Matematika, Model Problem Posing, Aktivitas Belajar, Hasil Belajar.

 

Abstract: implementation of learning mathematics using problem posing models to increase the activity and student learning outcomes. This research uses descriptive method. Collborative form of class action implemented in class V SDN 09 Pontianak Southeast. The research techniques such as direct observation of teacher and student observation sheets, measurement techniques such as test instruments. Techniques of data presentation in the form of tables and analysis. Evaluation scores of teachers implementing learning ability in the cycle I ( average 2,73;decent), cycle II ( average 3,00; satisfy) cycle III ( average 3,27: satisfy), there is an increase of 0,54. Indicators of activity from cycle I to cycle III increase in the total number of 16 students who appeared; percentage of 50%;  the average increase is 2,28; percentage of 7,12%. At the end of the test the average value of the learning cycle I 61,25 (not completed), cycle II 77,50 (completed) and cycle III 80,31 (completed). So there is an increase of 19,06.

 

Keywords: Learning Mathematics, Model of Problem Posing, Learning Activity, Learning Outcomes

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