EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM SOLVING DAN GROUP INVESTIGATION TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS 4 SD DALAM PELAJARAN MATEMATIKA

Sisnanto; Wahyudi; Endang Indarini

doi:10.33578/pjr.v3i4.7538

Authors

Sisnanto Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana, Salatiga, Indonesia Author
Wahyudi Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana, Salatiga, Indonesia Author
Endang Indarini Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana, Salatiga, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v3i4.7538

Keywords:

problem solving, group investigation, critical thinking

Abstract

This study aims to determine the differences in the effectiveness of the Problem Solving and Group Investigation learning models for the improvement of critical thinking in Mathematics IV grade elementary school students. The subjects of this study were SDN Dukuh 05 with 21 students as the experimental class I and SDN Dukuh 02 with 30 students as experiments II. This type of research uses quasi-experimental. Before doing the research, a prerequisite test was conducted. The prerequisite test in this study shows that both experimental classes are homogeneous and normally distributed. The Independent Sample Test t test shows t count> t table which is 3.970> 3.1824 and significant with 0,000 <0.05 which means H0 is rejected and Ha is accepted. For the N-Gain score analysis that there is an increase after applying the Problem Solving model of 0.47, while after applying the Group Investigation model it is 0.36. This shows that there is a significant difference in effectiveness. And it can be concluded that the Problem Solving learning model is more effective than the Group Investigation learning model for improving critical thinking skills of fourth grade students

References

Ariyanto, M., Kristin, F., & Anugraheni, I. (2018). Penerapan model pembelajaran problem solving untuk meningkatkan kemampuan berpikir kritis dan hasil belajar siswa. Jgk (Jurnal Guru Kita), 2(3), 106–115.

Erlisnawati, E., & Marhadi, H. (2015). Implementasi model pembelajaran berdasarkan masalah untuk meningkatkan hasil belajar IPS siswa kelas IV SDN 169 Pekanbaru. Primary, 4(2), 87–97.

Kementrian Pendidikan dan Kebudayaan. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 24 tahun 2016 tentang kurikulum 2013 Sekolah Menengah Atas / Madrasah Aliyah.

Kurniasih, A. W. (2012). Scaffolding sebagai alternatif upaya meningkatkan kemampuan berpikir kritis matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 3(2), 113–124.

Marhadi, H. (2014). Penerapan model pembelajaran kooperatif tipe Group Investigation untuk meningkatkan hasil belajar IPS siswa kelas IV SD Negeri 56 Pekanbaru. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 3(1), 9–14.

Marviana, N. I., Wahyudi, E. I., & Indarini, E. (2018). Efektivitas model Circ dan GGE terhadap kemampuan pemecahan masalah matematika SD. JUSTEK Jurnal Sains & Teknologi, 1(1), 89–94.

Ristiasari, T., Priyono, B., & Sukaesih, S. (2012). Model pembelajaran problem solving dengan mind mapping terhadap kemampuan berpikir kritis siswa. Journal of Biology Education, 1(3).

Sunaryo, Y. (2013). Model pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir kritis dan kreatif (Doctoral dissertation, Universitas Terbuka).

Susiana, E. (2010). IDEAL Problem Solving dalam pembelajaran matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 1(2), 73–82.

Vahlia, I., & Agustina, R. (2016). Perbandingan hasil belajar discovery learning berbasis problem solving dan Group Investigation berbasis problem solving pada pembelajaran metode numerik. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 5(1), 82–93.