The Effect of Islamic Oriented Problem-Based Learning towards Spatial Ability and Self-Regulated Learning of Madrasah Aliyah Students

Ahmad Darmawan,Edi Syahputra,Kma Fauzi

doi:10.12691/education-8-1-8

Abstract

This intervention study focused on: (1) analyzing whether there is a significant effect of islamic oriented problem based learning model towards studentâs mathematical spatial ability or not and (2) analyzing whether there is a significant effect of islamic oriented problem based learning model towards studentâs self regulated learning or not and (3) analyzing whether there is a significant interaction between learning model and prior mathematical ability towards studentâs mathematical spatial ability or not. (4) analyzing whether there is a significant interaction between learning model and prior mathematical ability towards studentâs self regulated learning or not. This study is a quasi experimental research that used mathematical spatial ability test and self regulated learning quisionaire. Population in this study are all students in MAS Nurul Hikmah Tinjowan Academic Year 2019/2020 and the samples are 32 students in class XII-1 IPS taught by using islamic oriented problem based learning model and 32 students in class XII-2 IPS taught by using convensional learning. The data was analyzed by using t-test. Hypothesis test used by Two Way Anova and found that: (1) there is a significant effect of islamic oriented problem based learning model towards studentâs mathematical spatial ability and (2) there is a significant effect of islamic oriented problem based learning model towards studentâs self-regulated learning (3) there is no a significant interaction between learning model and prior mathematical ability towards studentâs mathematical spatial ability. (4) there is no a significant interaction between learning model and prior mathematical ability towards studentâs self regulated learning.

Highlights

Mathematics is one of the subjects that can equip students with competencies such as logical, analytical, systematic, critical, and creative thinking, as well as the ability to train
≥ xx + standard deviation (SD) were grouped in high ability, students who have prior mathematical ability (PMA) score between less than xx + SD and more than xx - SD were grouped in medium ability, while students who have PMA score ≤ xx - SD were grouped in low ability
The lack of active students in the learning process causes the students' spatial thinking skills to be poorly trained, this can be seen in the average value of the experimental class that is = 71.68 which is far better than the average value in the control class that is = 63.56 A person thinks spatial must be able to see and give the decisions they make, must be able to answer the question why such decisions are made [19], this is seen in students in the discussion phase

Summary

Introduction

Mathematics is one of the subjects that can equip students with competencies such as logical, analytical, systematic, critical, and creative thinking, as well as the ability to train. This competency is needed so that students can obtain, succeed, and obtain information to survive when it has to change, is uncertain and competitive [1]. The purpose of this learning will go through the process of learning mathematics. We need a learning method that can activate students, so they can support students to make it easier to facilitate spatial mathematics related to three-dimensional material, and increase students' knowledge of mathematics, as well as having skills in learning independence.

Methods

Results

Discussion

Conclusion