PENGARUH PENDEKATAN PROBLEM-BASED LEARNING (PBL) BERBASIS MULTIPLE INTELLIGENCES TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA PADA MATERI PECAHAN KELAS IV SEMESTER 2

The main problem of this study was the lack of ability in problem solving of junior high school (SMP) students about Comparison. To improve this ability, it was used the cooperative learning model of Number Head Together (NHT) type with approaching of problem based learning. The problem formulations would be studied in this study namely: Whether the cooperative learning model of NHT type with approaching of problem based learning influenced the students' skills in problem solving of comparison lesson. For the purposes of this study were to: (1) describe the implementation of cooperative learning model of NHT type with approaching of problem based learning; (2) describe an improvement in problem solving ability of students in comparison taught by using cooperative learning model of NHT type and approaching of problem based learning. Design of this study was two-group pretest-posttest design. The population was all students of class VII SUMBUL. Ability of mathematical problem solving of students was measured by using test of ability of problem solving. But looking for quality of the improvement obtained from two groups was conducted by testing on the index gain. The result of study showed that the ability of mathematical problem solving between students who were taught by using cooperative learning model of NHT type with approaching of problem based learning was higher than students who were taught just by problem based learning. It showed that there was the influence of cooperative learning model of NHT type with approaching of problem based learning to ability of mathematical problem solving. Based on the result of this study, it was suggested that teachers taught the mathematical problem solving by using cooperative learning model of NHT type with approaching of problem based learning. Key Words: Cooperative Learning Model of NHT Type; Approaching of Problem Based Learning; Ability of Problem Solving.

RIZKY PRATAMA. The influence of Cooperative Learning Model Type Cooperative Integrated Reading and Composition (CIRC) against an increase in the ability of the Mathematical problem solving of students in SMP Negeri 3 Kota Tangerang. Thesis. Jakarta: Mathematics Education Courses. Faculty of mathematics and natural sciences. State University of Jakarta. 2019. The research was distributed by the student's mathematical problem solving ability are low caused still present the implementation of learning mathematics based on teachers and the lack of teachers in the conditioning provide the capability of solving mathematical problems. One of the attempts to fix it is to implement cooperative learning model type CIRC. this research aims to know the influence of cooperative learning model type CIRC against an increase in the ability of the mathematical problem solving of students in SMP Negeri 3 Kota Tangerang. This research was conducted on grade VIII in SMP Negeri 3 Kota Tangerang 2018/2019 school year. Sampling techniques using cluster random sampling by specifying a class experiment in class VIII-4 (cooperative learning model type CIRC.) and one control class in class VIII-5 (model learning conventional) of four classes randomly selected between VIII4-VIII7 class. Data analysis techniques using a t-test with a test of normality test analysis prerequisite test using the Kolmogorov-Smirnov test and its homogeneity by using Fisher test. The first hypothesis to be tested, namely an increase in the ability of mathematical problem solving of students with the influence of cooperative learning model type CIRC in class experiments. The test results showed tcalculate = 33.3147 ttable = 1.9949 and then accept H1 tcalculate > ttable criteria, meaning that there is an increase in the ability of the mathematical problem solving of students in classes that use cooperative learning model type CIRC. The second hypothesis to be tested, namely an increase in the ability of the mathematical problem solving of students with the influence of conventional learning model in the control class. The test results indicate tcalculate = 31.7777 and ttable = 1.9949 then accept H1 tcalculate > ttable criteria, meaning that there is an increase in the ability of the mathematical problem solving of students in classes that use conventional learning. The third hypothesis will be tested i.e. mathematical problem solving ability improvement is higher between the two classes. The test results indicate tcalculate = 6.0357 and ttable = 1.9949, then accept H1 tcalculate > ttable criteria on a 5% significance level, meaning there is an increased ability of the mathematical problem solving of students in classes that use the model cooperative learning type CIRC higher than those using conventional learning. The results of hypothesis testing gives the conclusion that there is an influence of the application of the cooperative learning model type CIRC against an increase in the ability of the mathematical problem solving of students in SMP Negeri 3 Kota Tangerang

This research is held because of the students’low ability in mathematical problem-solving ability and motivation study for elementary school. The purposes of this study was to find out the ability of the matematical problem solving and the students learning motivation in elementary school. One of the alternative learning in giving positive influence to problem solving ability and student learning motivation was using investigative approach. This research was a quasi experimental that used non-equivalent control group design. The population in this study was the fourth grade of elementary school located in the Harjamukti Cirebon. The sample in this research was the fourth grade students of SDN Larangan 2 as the experimental class and SDN Galunggung as the control class. For the Instruments, the writer gave problem-solving test, student learning motivation questionnaire, teacher performance observation guideline, student activity observation guidance and student response card. The results of the research in using various statistical tests indicated that the investigation approach had a positive effect on the ability of mathematical problem solving and student learning motivation. The investigative approach had better positive effect than the conventional approach to mathematical problem solving and student learning motivation. There was a positive response in learning that used an investigative approach as well.

This research originated from the low ability of mathematical problem solving and creative thinking of students of MTs se Kecamatan Sutera. This research is Quasy Experiment. The population in this research were students of class 1 th MTs se Kecamatan Sutera. Techniques used in sampling is random sampling. Test use to see the ability of problem solving and creative thinking students. Data were analyzed using mean aquality test that t-test and U-test. These result indicate that (1) the ability of mathematical problem solving and creative thinking of the students taught by using open-ended approach was better than ability mathematical problem solving and creative thinking of the students who taught by using conventional learning. (2) the ability of mathematical problem solving and creative thinking of the students with high entering behavior by using open-ended approach was better than the ability of mathematical problem solving and creative thinking student high entering behavior with taught conventional learning. (3) the ability of mathematical problem solving and creative thinking of the student with low entering behavior by using open-ended approach was better than the ability of mathematical problem solving and creative thinking of student low entering behavior with taught conventional learning.

The representation and mathematical problem-solving abilities of students are still relatively low. The low ability is due to the lack of attention of the implementers of learning to develop learning that can improve the ability of representation and mathematical problem-solving. One effort that can be done is to apply to learn through the Concrete Representational Abstract (CRA) approach. This study aims to analyze the increase in representation ability and mathematical problem solving of students and to examine the interaction between student learning and the ability of representation and mathematical problem solving of students. This research is quantitative research with an experimental method with the design of the pretest-posttest group design. The population of this study was all students of SMP Negeri 1 Banda Aceh with a sample of two classes which became the experimental and control classes. The instrument of data collection is a test of representation ability and mathematical problem-solving. Data analysis of the study was carried out with SPSS 23 assisted two-way ANOVA for windows at a significant level of 0.05. The results of the study showed that: 1) the improvement of the representation and mathematical problem-solving abilities of students who obtained learning through the CRA approach was better than improving the problem-solving abilities of students who obtained conventional learning 2) there was no interaction between the CRA approach and the student level towards improving representation and solving abilities mathematical problem

The research aimed study to determine: 1) the increasing ability of mathematics problem solving and student’s self regulated learning by using Differentiated Instruction is better than students comprehension convensional approach. 2) there was the interaction between learning by students first mathematic ability toward the increasing ability of mathematics problem solving and student’s self regulated learning. This kind of research is the quasi experiment. The populations of this research are all of the students in X grade of Tehnical High School 1 Percut Sei Tuan and the sample choosen is randomly sample which are Tehnical High School 1 Percut Sei Tuan contain with X TKJ1 as experiment class and X TITL1 as control class each consist of 24 students. Instrument used consisted of: (1) test studens first mathematic, (2) test problem solving and (3) self regulated learning scale. The instrument has been declared eligible content validity and reliability coeffesient of 0,809 dan 0,737 respectively for test mathematics problem solving and self regulated learning. Data analysis is done by using ANAVA two ways. The result of this research shown that (1) there increasing ability in mathematics problem solving and student’s self regulated learning by using Differentiated Instruction is better than using students comprehension convensional approach, (2) there were no interaction between learning and student’s ability level to the increasing ability of mathematics problem solving and student’s self regulated learning. The researcher suggests to use the Differentiated Instruction approach as the alternative way for teachers to increase the ability in mathematics problem solving and student’s self regulated learning. Keywords Differentiated Instruction approach , the Ability of mathematics Problem Solving and Student’s self regulated learning

The purpose of this study was to determine the improvement of students' mathematical problem solving and communication skills using problem-based learning better than ordinary learning; to determine the interaction between learning and early mathematical abilities to increase students' mathematical problem solving and communication skills; to find out how the process of answers made by students in solving problems in problem-based learning and ordinary learning. This type of research is quasi-experimental. The population in this study were all grade VII students of SMP Lhokseumawe who were accredited and the samples were randomly selected, namely: SMPN 10 consisted of class VII-4 (experimental class) and class VII-2 (control class), SMPN 11 Lhokseumawe consisted of class VII- 3 (experimental class) and class VII-1 (control class). Data analysis was performed using two-way ANOVA. The results of this study indicate that there is an increase in the problem-solving ability and mathematical communication of students using problem-based learning better than students who receive regular learning; there is no interaction between learning and the level of students 'ability to increase students' problem-solving abilities and mathematical communication; the process of solving the problem of students' answers to learning using problem-based learning is better than ordinary learning.

The problem in this research is the lack of student's Mathematical Problem Solving (MPS) ability. To overcome this problem, researchers tested the learning strategies that hone skills that are called meta-cognitive. A Meta-cognitive learning strategy is a habituation learning to control the thought process through a series of questions meta-cognition. One strategy meta-cognition is through think-aloud that can be done in a cooperative setting either in pairs (pair) as well as groups of four (square). The purpose of this study is to compare and analyze the MPS between students who received learning Metacognition Think-Aloud in cooperative (Think-Pair-Share) (MTA-P), Meta-cognition Think-Aloud in a cooperative (Think-Pair-Square) (MTA-S), and Direct Instruction (DI). This study is the mixed methods with quasi-experimental design posttest only the students of class VIII Madrasah Tsanawiyah (MTs)/Boarding School (PP) in Pekanbaru. The data was collected with MPS test, MPS task analysis and interviews. Data was analyzed by descriptive statistics and comparative test. Based on the analysis, it can be concluded that: 1) There is a difference of MPS between students overall based strategy (MTA-P, MTA-S, DI), based on the School system (MTs, PP), school rankings (A, B), based on their General Math Ability/KMU (high, medium, low), and gender male (M), Female (F). MPS of students at MTA-P is better than MPS of students on other two strategies; 2) There is interaction between learning strategy based on schools ranks in MPS students; 3) The most dominant indicator in the process of thinking of students in MPS is to understand the problem, and the least is to re-check the obtained solution.

This research is motivated by students' mathematical problem-solving abilities. One way to improve students' mathematical problem-solving abilities is with the CTL learning approach. The purpose of this research is: 1) to know whether the average ability of mathematical problem solving of students who get learning with CTL approach is higher than the average problem-solving abilities of mathematical students who obtain conventional learning; 2) to find out whether the average mathematical problem-solving ability of the students who acquired the learning with Contextual Teaching and Learning (CTL) approach is higher than the minimum criterion value (KKM). This research type is quasi-experiment. The research design used is Nonequivalent Control Group Design. This research was conducted at SMP Negeri 1 Simpang Renggiang, East Belitung Regency in the academic year 2015/2016. Sampling was done by cluster random sampling. The sample in this research is class VII. 2 as the experimental class and class VII.3 as the control class. The research instrument used is a valid test instrument in the form of a matter of pretest and posttest in the form of a description. Data were analyzed using a non-parametric statistic test. The results of the research have shown that the average problem-solving ability of students who acquire mathematics learning with CTL approach is better than students who follow the conventional mathematics learning, the average problem-solving ability of mathematical students who gain learning with CTL approach less than or equal with KKM. Keywords: Mathematical problem solving, CTL approach, quasi-experiment, cluster random sampling

This research aims to describe the mathematical problem solving and reading literacy abilities of students in class VIII of SMP Negeri 2 Tiakur. Furthermore, this research was conducted to show whether or not there is an influence of reading literacy skills on students' mathematical problem solving abilities and to find out what form this influence takes. The data analysis used in this research is simple linear regression analysis with the general form . The variables in this research consist of the dependent variable (problem solving ability) which is denoted by Y and the independent variable (reading literacy) which is denoted by (X). The results of this research show that students' reading literacy influences students' problem solving abilities and the effect is positive with the regression equation .

This study aims to analyze the differences in the increase in problem-solving abilities between students who are given the problem-based learning model and those given the numbered heads together learning model in terms of gender and analyze the student's answer process in solving problems on problem-solving abilities given the problem based learning model and those given numbered heads together learning model. The data were obtained through tests in the form of descriptions, with the reason that through this essay test, it could be seen that students 'thought processes and students' accuracy through the steps taken in solving the questions. The test instrument developed by researchers from the Two Variable Linear Equation System material will be used to measure problem-solving abilities. Data were analyzed by ANACOVA test. The population in this study were all students of class VIII SMP Private Bina Satria Mulia Medan. While the sample in this study was class VIII-1 as the experimental class 1 with the Problem Based Learning (PBL) learning treatment and class VIII-2 as the experimental class 2 which was treated with the Numbered Heads Together (NHT) learning model. Based on the results of the covariance analysis for the model, it was obtained that Fcount = 57.301; db = (1.55), and p-value = 0.000. Because of the sig level. 0.000 <0, 05 then H0 is rejected and H1 is accepted. Thus it can be concluded that there are differences in mathematical problem solving abilities between students who are given Problem Based Learning (PBL) learning and Numbered Heads Together (NHT) learning after controlling the pretest. Descriptively, the group average for Problem-Based Learning (PBL) learning is 80.08 and for the Numbered Heads Together (NHT) learning group is 75.67. While the results of the descriptive research based on gender in the experimental class I and experiment II showed that the problem solving abilities of male students were higher than female students. In the experimental class I, the mean score of male students was 81.47 and female students were 78.27. In the experimental class II, the mean score of male students was 77.22 and female students were 73.33. Keywords: Mathematical Problem Solving Ability, Problem Based Learning (PBL), Numbered Heads Together (NHT), Gender DOI: 10.7176/JEP/12-10-12 Publication date: April 30 th 2021

The cause of the low understanding concepts and students' problem-solving abilities in mathematics at SMP Negeri 1 Padang-ganting Tanah Datar is because the methods of teaching that is still centered on the teacher. The students were not involved actively in teaching and learning process. One of the efforts done to overcome the above problem is to use the inquiry method. The purpose of this researc is to determine: (1) Is the high group problem-solving ability in the experimental class better than the high group problem solving in the control class. (2) Is the low group problem-solving ability in the experimental class better than the low group problem solving in the control class. (3) Is the ability of understanding concept of the high group in the experiment class better than the understanding concept of high-class control group. (4) Is the ability of poor understanding concept on the experimental class better than the understanding concept of low group on the control class. This research was conducted at the eighth grade students of SMP Negeri 1 Padang-ganting school year 2010/2011. The method was Quasi Experiment with the design of the Control Group posttest design. The experiment group was treated with the inquiry method of learning and the control group with normal learning. Data were collected through the mathematic achievement test. The results showed that: (1) high group problem-solving skills in the experiment class was better than the high group problem solving in the control class, (2) the low group problem-solving ability in the experiment class was better than the low group problem solving in the control class, (3) the ability of understanding concept of the high group in the experiment class was better than the understanding concept of highclass control group. (4) the ability of poor understanding concept on the experiment class was better than the understanding concept of low group on the control class.

One of the professional competences of mathematics teacher is the ability of mathematical problem solving. At high school level, the increase of this ability is influenced by creativity. It means, that if the students’ creativity is getting higher, their ability of mathematical problem solving is also progressively better, conversely. The applying of Treffinger’s model in mathematics teaching and learning at high school, have been proven can develop the students’ creativity. In this research, Treffinger’s model is applied to students prepared for being mathematics teacher as a mean to improve their ability of mathematical problem solving. The sampels consist of 32 students of Mathematics Educational Department, taken by purposive sampling. The data collecting uses instrument in the form of test about the ability of mathematical problem solving. The result of this research indicates that the applying of Treffinger’s model is significant influencing the increase of the mathematical problem solving’s ability. It is caused by the fact that the students have their own variation, creativity, and experience so that can be developed swiftly in mathematical problem solving.

This study was conducted to determine the increase in mathematical problem solving ability of students with mathematics learning using the Problem-Based Learning with TAPPS strategy on 5 th grader comparative material. This research method using a quasi-experimental method by nonequivalent control group design. Samples were selected in the study were students of SDN Sukaraja II 5 th grader. There are various instruments used in the study, such as tests the ability of mathematical problem solving, observation formats, and the format of student questionnaire responses. Research results with a significance level (α) = 0.05 indicates that learning using the Problem-Based Learning with TAPPS strategy and conventional learning can enhance students' mathematical problem solving ability. Problem-Based Learning with TAPPS strategy significantly better than conventional learning in improving mathematical problem solving ability. Students' response to mathematics learning using Problem-Based Learning with TAPPS strategies that have been implemented relatively positive.

The study aims at examining (1) The presence or not of the influence concept understanding and Mathematics reasoning ability of Problem Solving Ability in Mathematics based either individually or together with students of class VIII SMPN 29 Makassar, and (2) problem solving ability in Mathematics based on concept understanding and Mathematics reasoning ability. The study is descriptive research is a mix-methode with quantitave-qualitative approach. The researcher acted as the instrument who has guided by test of Mathematics concept understanding and valid interview guidance. Data were collected through test provision and verified by interview. The subjects of the study were three students in class VIII at SMPN 29 Makassar consisted of on students of PKPMT, on students of PKPMS, and one students of PKPMR. The results of the study reveal that (1) there is influence concept understanding of Problem Solving Ability in Mathematics based equal to 36,50% through estimate function = 15,659 + 0,751X 1 . There is influence Mathematics reasoning ability of Problem Solving Ability in Mathematics based equal to 40,05% through estimate function 14A¶> = 24,657 + 0,837X 2 . There is influence concept understanding and Mathematics reasoning ability of Problem Solving Ability in Mathematics based equal 44,20% through estimate function 14,774 + 0,361 14X1> + 0,550 14X2> (2) problem solving ability in mathematics of students who have concept understanding and high Mathematics reasoning ability : (a) able to understand the problems, (b) able to create the problem solving plan, (c) able to solve the problems, and (d) able to recheck the answers. The problem solving ability in mathematics of students who have concept understanding and medium Mathematics reasoning ability: (a) able to understand the problems, (b) able to create the problem solving plan, (c) able to solve the problems, and (d) able to recheck the answers. The problem solving ability in mathematics of students who have concept understanding and low Mathematics reasoning ability : (a) able to understand the problems, (b) unable to create problem solving plan so the concept understanding indicator and mathematics reasoning ability cannot be achieved, (c) anable to create the problem with appropriate and corret steps so the concept understanding indicator and mathematics reasoning ability cannot be achieved, and (d) unable to recheck the answers obtained so the concept understanding indicator and mathematics reasoning ability cannot be achieved