EFEKTIVITAS PROBLEM-BASED LEARNING BERBANTUAN GEOGEBRA TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN SELF-REGULATED LEARNING SISWA SMP
DOI:
https://doi.org/10.51574/hybrid.v3i3.4889Keywords:
problem-based learning, kemampuan pemecahan masalah, geogebra, self-regulated learning, siswa SMPAbstract
Penelitian ini bertujuan menguji efektivitas Problem-Based Learning (PBL) berbantuan GeoGebra dalam meningkatkan kemampuan pemecahan masalah matematis dan self-regulated learning siswa SMP. Naskah ini disusun sebagai draf artikel empiris menggunakan desain kuasi eksperimen nonequivalent pretest-posttest control group. Partisipan penelitian terdiri atas 68 siswa kelas VIII, masing-masing 34 siswa pada kelas eksperimen dan 34 siswa pada kelas kontrol. Kelas eksperimen belajar melalui PBL berbantuan GeoGebra Classroom, sedangkan kelas kontrol mengikuti pembelajaran saintifik-konvensional. Instrumen penelitian berupa tes kemampuan pemecahan masalah matematis sebanyak lima soal uraian berdasarkan tahapan Polya dan angket self-regulated learning sebanyak 28 butir yang dikembangkan dari kerangka Zimmerman. Data dianalisis menggunakan statistik deskriptif, normalized gain, uji prasyarat, dan analisis multivariat. Hasil penelitian menunjukkan bahwa kedua kelas mengalami peningkatan, tetapi peningkatan kelas eksperimen lebih tinggi. Rerata postes kemampuan pemecahan masalah matematis pada kelas eksperimen mencapai 82,91, sedangkan kelas kontrol 73,56; rerata self-regulated learning pada kelas eksperimen mencapai 88,47, sedangkan kelas kontrol 79,13. Analisis multivariat menunjukkan adanya pengaruh simultan yang signifikan dari perlakuan terhadap kedua variabel dependen (Wilks’ Lambda = 0,686; p < 0,001). Temuan ini menunjukkan bahwa PBL berbantuan GeoGebra menjanjikan secara pedagogis karena memadukan masalah kontekstual, visualisasi dinamis, investigasi kolaboratif, serta peluang untuk merencanakan, memantau, dan merefleksikan proses belajar.
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