PENGARUH MODEL STAD BERBASIS KONTEKSTUAL TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK
Keywords:
STAD, Contextual, Mathematical Problem-SolvingAbstract
ABSTRAK
Rendahnya kompetensi peserta didik dalam memecahkan masalah matematis menunjukkan perlunya inovasi model pembelajaran yang lebih efektif dan kontekstual. Tujuan penelitian ini yaitu guna memeriksa seberapa efektif model pembelajaran Division of Student Achievement (STAD) berbasis kontekstual dalam meningkatkan kemampuan peserta didik SMP untuk memecahkan masalah matematis. Penelitian ini dilakukan secara kuantitatif dan menggunakan desain pre-experimental satu kelompok pretest-posttest. Penelitian ini melibatkan peserta didik kelas VII di SMPN 1 Tarowang, dan sampelnya adalah 28 peserta didik kelas VII-2. Alat yang diterapkan pada penelitian ini merupakan tes pemecahan masalah matematis yang didasarkan pada indikator Polya. Hasilnya mengindikasikan bahwa peserta didik memiliki kompetensi yang yang semakin optimal guna mengatasi masalah matematis, seperti yang ditunjukkan oleh skor rata-rata posttest yang lebih tinggi dibandingkan dengan skor pretest, uji paired sample t-test menunjukkan nilai signifikansi di bawah 0,05, sehingga H0 ditolak, artinya ada perbedaan yang signifikan kemampuan pemecahan masalah matematis peserta didik sebelum dan sesudah pembelajaran STAD berbasis kontekstual. Selain itu, perhitungan ukuran efek menunjukkan kategori tinggi. Temuan ini menandakan bahwa model STAD berbasis kontekstual efektif dalam meningkatkan kemampuan peserta didik untuk menyelesaikan masalah matematis. Model STAD berbasis kontekstual bisa dipakai sebagai model pembelajaran alternatif demi meningkatkan kemampuan berpikir tingkat tinggi.
ABSTRACT
The low competence of students in solving mathematical problems indicates the need for innovative, effective, and contextual learning models. The purpose of this study was to examine the effectiveness of the Division of Student Achievement (STAD) model based on contextual learning in improving junior high school students’ mathematical problem-solving abilities. This research employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest. The study involved seventh-grade students at SMPN 1 Tarowang, with a sample of 28 students from class VII-2. The instrument used in this research was a mathematical problem-solving test based on Polya’s indicators. The results indicated that students demonstrated improved competence in solving mathematical problems, as evidenced by higher posttest mean scores compared to pretest scores. The paired sample t-test showed a significance value below 0.05, leading to the rejection of the H0. This indicates a significant difference in students’ mathematical problem-solving abilities before and after the contextual-based STAD learning. Furthermore, the effect size calculation showed a high category. These findings suggest that the contextual-based STAD model is effective in enhancing students’ ability to solve mathematical problems. The contextual-based STAD model can serve as an alternative learning model to promote higher-order thinking.
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