PERBANDINGAN PEMECAHAN MASALAH MATEMATIS SISWA ANTARA DISCOVERY LEARNING DAN PROBLEM BASED LEARNING
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Abstract
This research is aimed to investigate the students’ problem-solving competency after learn by using discovery learning model and students’ problem-solving ability after learn by using problem-based learning model. Therefore, this research is aimed to investigate differences problem-solving ability of mathematics between students who get discovery learning model and problem-based learning model. The population used in this research was a student in grade VII in one of junior high school in West Bandung Regency. The sample was student class VII B for the first experiment class and VII C for the second experiment class with 35 students in every class. The method in this research was a quasi experiment by using two group post-test only design. The instrument in this research is post-test about problem-solving of mathematics. Based on the research, it can be concluded that there is a difference between the mathematical problem-solving competency of students who get discovery learning model and problem-based learning model. Nevertheless, the qualification of problem-solving competency between of students who gets discovery learning model and problem-based learning model, are including the medium category
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How to Cite
Herdiana, Y. (2017). PERBANDINGAN PEMECAHAN MASALAH MATEMATIS SISWA ANTARA DISCOVERY LEARNING DAN PROBLEM BASED LEARNING. Kalamatika: Jurnal Pendidikan Matematika, 2(2), 131-146. https://doi.org/10.22236/KALAMATIKA.vol2no2.2017pp131-146
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References
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Orosco, M.J., Lussier, C.M. & Swanson, H.L. (2015). Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children with Math Difficulties. Journal of Learning Disabilities, 48(4), 339-358.
Ruseffendi, E.T. (2003). Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran Matematika untuk Meningkatkan CBSA. Bandung: Tarsito.
Carin, A. & Sund, R.B. (1980). Teaching Science through Discovery. Colombus: Charless E. Merrill.
Daeka, dkk. (2014). Eksperimentasi Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) dan Think Pair Share (TPS) ditinjau dari Kreatifitas Belajar Siswa Kelas VII SMP Negeri di Kabupaten Pacitan. (Online), (http://jurnal.fkip.uns.ac.id).
Depdiknas. (2006). Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006 tentang Standar Isi. Jakarta: Depdiknas.
Hasibuan, E. (2014). Meningkatkan Kemampuan Pemahaman dan Mengurangi Kecemasan Matematis Siswa dengan Menggunakan Model Pembelajaran ARIAS. Unpublished Thesis. Bandung: Universitas Pendidikan Indonesia.
Keeler, M.L and Swanson, H.L. (2001) Does Strategy Influence Working Memory in Children with Mathematical Disabilities? Journal of Learning Disabilities, 34(5), 418-434.
Marsigit. (2013). Berbagai Metode Pembelajaran yang Cocok untuk Kurikulum 2013. (Online), (http://uny.academia.edu/MarsigitHrd)
Orosco, M.J., Lussier, C.M. & Swanson, H.L. (2015). Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children with Math Difficulties. Journal of Learning Disabilities, 48(4), 339-358.
Ruseffendi, E.T. (2003). Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran Matematika untuk Meningkatkan CBSA. Bandung: Tarsito.