PENGARUH SCAFFOLDING DALAM PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH

Abstract

Keterampilan pemecahan masalah adalah keterampilan yang harus dimiliki untuk mencari jalan keluar mencapai tujuan. Fakta dilapangan skor TIMSS 2015 keterampilan pemecahan masalah Indonesia rendah. PBL adalah model untuk meningkatkan keterampilan pemecahan masalah, disamping memiliki kelebihan PBL memiliki kekurangan untuk membantu merumuskan masalah dengan baik. PBL dikombinasikan dengan scaffolding. Tujuan 1) mengetahui perbedaan peningkatan keterampilan pemecahan masalah dengan menggunakan bantuan scaffolding dalam pembelajaran model PBL, 2) mengetahui besar peningkatan keterampilan pemecahan masalah antara model PBL dengan scaffolding dibandingkan dengan model PBL tanpa scaffolding. Penelitian kuantitatif, desain kuasi eksperimen tipe nonequivalent control group design. Populasi kelas VIII MTs Negeri 1 Magelang, teknik sampel purposive sampling. Instrumen tes essay telah diuji validitas dan reliabilitas. Teknik analisis data menghitung pretest dan posttest, menghitung rata-rata pretest dan posttest, uji Mann-Whitney, dan uji N-Gain. Uji Mann-Whitney menggunakan nilai gain hasil terdapat perbedaan signifikan. Kesimpulan (1) terdapat perbedaan peningkatan keterampilan pemecahan masalah antara pembelajaran model PBL dengan scaffolding dibandingkan model PBL tanpa scaffolding perhitungan menggunakan nilai gain memperoleh 0,000 lebih kecil dari 0,05 artinya terdapat perbedaan signifikan, (2) besar peningkatan keterampilan pemecahan masalah antara model PBL dengan scaffolding dibandingkan model PBL tanpa scaffolding dengan nilai N-Gain 0,4063 kategori sedang lebih besar dari 0,2197 kategori rendah.

ABSTRACT

Problem solving skills are skills that must be possessed to find a way out to achieve goals. Facts in the field TIMSS 2015 score of problem-solving skills in Indonesia is low. Problem Based Learning (PBL) is a model to improve problem solving skills, besides having advantages PBL has disadvantages to help formulate problems well. PBL is combined with scaffolding aimed to: 1) find out the difference in the improvement of problem-solving skills using scaffolding in learning the PBL model, 2) find out the magnitude of the increase in problem solving skills between the PBL model with scaffolding compared to the PBL model without scaffolding. Quantitative research, quasi-experimental design type nonequivalent control group design. The population of class VIII MTs Negeri 1 Magelang, purposive sampling technique. The essay test instrument has been tested for validity and reliability. Data analysis techniques calculate pretest and posttest, calculate the average pretest and posttest, Mann-Whitney test, and N-Gain test. The Mann-Whitney test using the gain value results there are significant differences. There were several conclusions: (1) there is a difference in the improvement of problem solving skills between the learning of the PBL model with scaffolding compared to the PBL model without the calculation using a gain value (0.00 < p=0.05) which means that there was a significant difference, (2) the increase in problem solving skills between the PBL model and scaffolding compared to the PBL model without scaffolding with normlaized gain (N-Gain )value of 0.4063 in the medium category, which is greater than 0.2197 in the low category.