Abstract
This study aims to determine the increased interest in learning mathematics in the first semester students PGSD UAD by using problem-based learning (PBL). This type of research is a classroom action research (PTK). The action given is a two-cycle PBL learning. The subject of the study is the first semester student of C PGSD UAD in the academic year 2016/2017 consisting of 59 students. Data analysis technique used is descriptive analysis. The result of research shows that the value of mathematics student interest in cycle I reach 13.59% in very high category, 23,73% in high category, 28,81% in high enough category, 25,42% in low category. This result has not reached the target to be achieved. Therefore, it is followed by cycle II. In the second cycle, the students' interest in mathematics score reached 25.42% in very high category, 54.24% in the high category, and 20.34% in the medium category. This study concludes that there is an increase in student interest in mathematics by using PBL in the first semester of PGSD UAD.
Highlights
The result of research shows that the value of mathematics student interest in cycle I reach 13.59% in very high category, 23,73% in high category, 28,81% in high enough category, 25,42% in low category
This study concludes that there is an increase in student interest in mathematics by using problembased learning (PBL) in the first semester of PGSD UAD
Problem Based Learning Innovation: Using Problems to Power Learning in the 21st Century
Summary
Selanjutnya peneliti memberikan informasi sedikit mengenai relasi pada himpunan yang nantinya akan mereka kerjakan pada LKM yang sudah disiapkan, peneliti meminta mahasiswa untuk bertanya jika ada yang belum jelas dari penjelasan materi tersebut. Peneliti berkeliling untuk melihat proses terjadinya diskusi sambil memberikan bantuan terbatas kepada mahasiswa dalam kelompok jika ada sesuatu yang kurang jelas dari LKM 2 tersebut. Setelah selesai mendiskusikan LKM 2, peneliti meminta beberapa kelompok untuk mempresentasikan hasil diskusi mereka di tempat masingmasing dengan cara berdiri, sementara kelompok lain memperhatikan presentasi kelompok tersebut, dalam presentasi tersebut tidak terjadi tanggapan dari kelompok lain. Dalam kegiatan pembelajaran siklus 1 pertemuan pertama dan kedua tersebut terdapat beberapa butir-butir instrument yang tidak tampak atau tidak baik, diantaranya sebagai berikut. Setelah pembelajaran pada siklus I selesai, peneliti melakukan evaluasi dan memberikan angket minat belajar mahasiswa.
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