Abstract
This study aims to determine the effect of using student worksheet (LKPD) based on the Problem Based Learning model on the mathematical problem solving abilities of students of class VIII SMP Negeri 2 Pangean. This type of research was a quasi-experimental study with a pretest – posttest control group design. The population was all students of SMP Negeri 2 Pangean Indonesia in the 2019/2020 school year. Sampling method was using random sampling technique. Based on the results of data analysis, the posttest mean score in the experimental class was 85.45 and the average value in the control class was 54.5, meaning that the average value of the experimental class was higher than the control class. The two-mean difference test using the t test was significant (2-tailed) 0.000 <α = 0.05, which means that the posttest score of students 'mathematical problem solving abilities was different from the average posttest score of students' mathematical problem solving abilities. which uses scientific learning. So it can be concluded that there is an effect of the Problem Based Learning model on students' mathematical problem solving abilities.
Highlights
The curriculum is a dynamic teaching and learning tool so that it needs to be assessed and developed continuously and continuously in accordance with the needs and developments in society
The format of the LKPD content is adjusted to the steps of solving mathematical problems with the PBL model
There is a difference in mathematical problem solving abilities between students who use developed learning tools and students who do not use the developed learning tools
Summary
The curriculum is a dynamic teaching and learning tool so that it needs to be assessed and developed continuously and continuously in accordance with the needs and developments in society. This is in line with the opinion of Arifatud Dina (2015) that the curriculum plays an important role in education, because basically the curriculum serves as a reference or guideline in improving the quality of education. The implementation of the curriculum is largely determined by the teacher's ability to develop learning tools (Sad'un Akbar, 2013). Because these learning devices are implemented in daily learning practices in educational units
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