Abstract
This study aims to analyze the effectiveness of learning materials oriented on problem-based learning models, the improvement mathematical problem solving ability and students’ metacognition ability. Learning materials that developed are lesson plan, student book, student worksheet, mathematical problem solving ability and students’ metacognition ability test. This research is a development research by using the development model of Thiagarajan, Semmel and Semmel (1974). Valid learning materials according to experts, tested in class VII of SMP Negeri 13 Medan (seventh year junior high school). The results showed that learning materials oriented on problem-based learning met the effective criteria and improved mathematical problem solving and metacognition ability. Level students’ metacognition when problem solving met level of strategic use, aware use, and tacit use.
Highlights
Education is an important field in determining the quality of a nation
Problem Based Learning (PBL) materials met the effective criteria in trial II or in other words, the draft final was obtained in trial II
Based on observations on learning materials in SMP Negeri 13 Medan found some weaknesses in the learning materials used by teachers, because teachers have not developed Learning Plans (LP) according to student characteristics, subject matter in Student Books (SB) which was used by teachers and students not to present non-routine problems, does not contain contextual questions related to real life and the teacher does not use Student Worksheet (SW) as support for learning activities
Summary
Education is an important field in determining the quality of a nation. In formal education, mathematics is one of the fields studied by students. Students are expected to use mathematics and mathematical thought patterns in everyday life, and learn various types of science that emphasize logical rules and the ability to apply mathematics (Saragih & Napitupulu, 2015). Students are expected to be able to achieve the High Order Thinking Ability or Higher Order Thinking Ability (HOTS). Liljedahl et al (2016) said that mathematical problem solving has long been seen as an important aspect of mathematics, teaching mathematics, and learning mathematics. Problem solving ability involves high and low-level thinking (Hoiriyah et al, 2014). Students can improve their thinking ability, apply procedures, and deepen conceptual understanding (Ranjan & Gunendra, 2013)
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