IMPLEMENTATION OF THE SCIENTIFIC APPROACH WITH THE PROBLEM BASED LEARNING MODEL TO IMPROVING OF MATH COMMUNICATION ON GRADE VII E OF SMP NEGERI 1 WEDARIJAKSA (CAR IN GRADE VII E OF SMP NEGERI 1 WEDARIJAKSA YEAR 2013/2014) PUBLICATION ARTICLE Submitted as Partial Fulfillment of The Requirements for Getting Bachelor Degree of Education in Mathematics Department by : ROFINDA TAUBAH A 410 102 018 FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2014
ABSTRACT IMPLEMENTATION OF THE SCIENTIFIC APPROACH WITH THE PROBLEM BASED LEARNING MODEL TO IMPROVING OF MATH COMMUNICATION ON GRADE VII E OF SMP NEGERI 1 WEDARIJAKSA (CAR IN GRADE VII E OF SMP NEGERI 1 WEDARIJAKSA YEAR 2013/2014) Rofinda Taubah1), Nining Setyaningsih2) 1) Student of Mathematics Department of UMS 2) Staff Lecturer of Mathematics Department of UMS Email: 1) trofinda@yahoo.com 2) ningsetya@yahoo.com This study using aims to improve the students ability of mathematic communication by scientific approach with Problem Based Learning model. This study is an action research or classroom action research (CAR). Recipient of the action is the subject of the students of grade VIIE of SMP Negeri 1 E Wedarijaksa consist of 18 boys and 18 girls and given of action that is the subject of math s teachers who collaborate with researchers. The methods used to collect data are done by observation, documentation, test questions and field record sheet. The technique of data analysis consists of data reduction, data display and conclusion. The results of the research that showed an improve in students' ability of mathematical communication through a scientific approach with problem based learning models. It can be show from the increasing of indicators: (1) to explain mathematical ideas with orally, in writing, image, graphic or algebre to increase of (39.44%), before the action (30.56%) and the last action (70%) (2) to express of daily occurrence in the language or mathematical symbols (50%), before the action (25%) and the last action (75%) and (3) to present discussion and written in mathematics increase of (30.55%), before the action (41.67%) and the last action (72.22%). From these results it can be concluded that the scientific approach to the problem based learning models can improve communication skills of students in mathematics learning mathematics. Keywords: scientific, problem based learning, ability of math communication
INTRODUCTION The students who have ability of understanding of mathematical is also required to be able to communicate that it s can be useful for others. So that the students can be communicate of their mathematical ideas to others to the improve to understand of the mathematical. One of the goals in the learning of mathematics in school for students to communicate ideas with symbols, tables, diagrams, or other media to clarify the situations or problems. According of Within (1992) that ability of communication becomes important when in the discussion among the students performed, in which students are expected to expression, explain, describe, listen, question and cooperate so their able to bring to a deep understanding of the mathematics. Based on the results of observations which made in SMP Negeri 1 Wedarijaksa in grade VII-E with the totaling of 36 students which, consisting of 18 males and 18 females students, showed that the mathematical communication is low. This conclution can be saw from the mathematical communication of indicators as follows: 1) The ability to explain of mathematical ideas of in orally, writing, describe, graphs and algebra by of 30.56%; 2) Explain of a daily occurrence in the language or mathematical symbols by of 25%; 3) Ability to discuss and written in presentations of mathematics of 41.67%. The root in this problems in research that learning still use of the center-teacher and the student if less active so that lack of interaction in learning and lack of communication in mathematics learning. The selection of learning models should appropriate and the approach too. One of the approaches and models of learning that can be applied to the problems in grade VII E SMP Negeri 1 Wedarijaksa is a scientific approach to the learning model of Problem Based Learning. The scientific approach characterized by the emphasis its learning of dimension of observation, reasoning, discovery, validation, and an explanation of the truth. In the scientific approach of learning of all subjects include digging through observation, questioning, trial and then process the data, present the data and then analyze, reason, conclude and creates (Ministry of Education and Culture, 2013). `1
Learning with the scientific approach is expected to obtain optimal results, so the teachers need appropriate learning model with the scientific approach. One model of learning that appropriate is Problem Based Learning (PBL). The steps of PBL in the learning process: a) basic concept, b) defining the problem, c) Selflearning, d) Exchange of knowledge, and e) Assessment. The steps of the scientific approach with PBL models, such as : 1) The teacher explains the purpose of learning. 2) Then the teacher gives a related problem of learning materials. 3) The teacher directs the students to observe the problem by dividing the many of groups, each group consisting of 6 students. 4) In the process of observing the students can find of information from the learning of guide books. 5) After getting the information, individual s information is collected and discussed in each groups. 6) In the process of reasoning, the students solve the problems with exchanging knowledge of the resources that have been obtained. 7) In the discussion to solve the problems occurring between the students ask to one another in each group with respective. 8) After getting the results of the discussion in a group the students tried to present of the results of focus group discussions, while the other students to respond. 9) the teachers and students together provide a conclusion of the study. Based on the description above, scientific approach with the problem based learning models is expected to improve of ability of communication the students in the learning of mathematics. One effect of the use of the approach and the learning model is on improving students' in mathematical communication. In order to improve the ability of mathematucs communication, the teachers must be able to apply the learning model approach and correctly according to the steps and approaches that model. Therefore, the researchers do research with the titled of Implementation of Scientific Approach to Problem Based Learning Model for Improvement of Math Communication In Junior High School. The expected of the goals of this research is to improve the mathematics communication through a scientific approach to the Problem Based Learning model in grade VIIE of SMP Negeri 1 Wedarijaksa years of 2013/2014. `2
METHODS The researcg was conducted in SMP 1 Wedarijaksa of grade VIIE years 2013/2014, with the totaling of 36 students. This study was conducted from March 2014. Researchers preparation, execution and analysis of data with math s teachers. The subjects are students as the subject of a class action and the receiver of math s teacher of SMPN 1 Wedarijaksa as giver of. This research is Classroom Action Research (CAR) type. That is the process of assessment of learning problems in the classroom through selfreflection and attempts to solve its by doing various actions planned in real situations and analyze any effect of such action (Wina Sanjaya, 2013: 149). CAR focuses on the improvement of the learning process is not a direct impact on the improvement of learning. If the program has not been able to reach the existing problems, it is necessary to suklus next (second cycle) to try other actions. The research data was collected from various sources include: a) information or a resource, namely teachers and students; b) The course of events and learning activities; b) documents or records, include curriculum, lesson planning and implementation, and assessment of sheets. (Sutama, 2010:166) This research is a collaborative classroom action research that is practical, situational, conditional and contextual based on problems that arise in the learning activities. Math s teachers involved in this study since: 1) initial dialogue, 2) action planning, 3) implementation of the action, 4) observation, 5) reflection, 6) evaluation and 7) inference. Action research is descriptive qualitative. The primary data source is the researcher who did the action, while the secondary data documentations. Data retrieval can be done by observation, field notes, documentation and test methods. The research instrument was developed by researchers with the teachers of mathematics with maintaining the validity of the data. The purpose of this study was to determine the increase in students' mathematical communication by applying the scientific approach with of Problem Based Learning model. The research instrument used in this study is the observation guide and test of questions. The instruments used in addition to observation and test of questions `3
are field notes and documentation. This field records the form of additional notes about the events that occurred on each action, while documentation of the list of name students, a list of values students, lesson plans and photographs of each action. Similarly, checking of data validity technique used to checking the validity of the contents. The technique used to check the validity of the data include triangulation (triangulation source and triangulation methods) and review of keyinformation (in Sutama, 2010:166). Data validity checking techniques with continuous observation and triangulation. The triangulation sources by making of the others observations. Analysis of the data in this study include of data collection, data presentation, and data verification. Based on the summary of which was made later researchers carrying out data reduction activities include the following elements of: 1) Selecting the data on the basis of relevance. 2) To arranges the data in units of the type / simplification. 3) Focusing simplification and transfer of raw-data into to field records. RESULTS AND DISCUSSION Preliminary in the observations made on Monday, March 24, 2014 in SMP Negeri 1 of grade VIIE Wedarijaksa. These observations aimed to find out the problems faced by teachers and students in the learning process. The results of the initial observation and dialogue that has been done, an agreement that are : 1) Identify the problems that arise as a barrier to ability of math communication skills the students in learning mathematics, 2) Efforts to be made in improving the ability of mathematics communication, 3) alternative learning practiced in improve of mathematics communication in SMP Negeri 1 Wedarijaksa of grade VIIE in the mathematics learning through scientific approach with Problem Based Learning model of. Based on preliminary observations and pre-dialogue with the math s teacher of grade VIIE of the SMP Negeri 1 Wedarijaksa obtained the data include: the ability to explain mathematical ideas with of orally, writing, drawings, graphs and algebra by of 30.56%; expression of daily occurrence in `4
language or mathematical symbols by of 25%; and the ability to discuss and written of mathematical presentation of 41.67%. The researchers conducted the study during the first two cycles of the cycle and the second cycle of each cycle there are two meetings. The first meeting of 2x40 minutes and the second meeting of 3x40 minutes. Implementation of actions performed during the first cycle of 2 meetings on Monday, April 21, 2014 and Thursday, April 24, 2014. At the first meeting the learning process of the first cycle, the teacher still has not been able to apply the scientific approach to the problem based learning models as well as the student has not understand the approach and the learning model. Students still rowdy in class during the learning process because it is not familiar with approaches and learning model that is being applied. At the moment there is still a discussion group of students who are not responsible in the group, just speak for themselves and not working on the problems that have been given. Students are also still anyone asks the answer to another group. At the time of presentation only a few students in a group who dared to put forward the idea in front of the class to present the results of the group discussions. At the second meeting of the first cycle of the teachers are able to apply the approaches and models of learning, as well as students were beginning to understand the approach and applied learning models. But at the time of giving teachers the basic concept is still a lot of explaining because students still do not quite understand the learning materials and teacher at the time was still a lot of discussions help students to solve problems so that students can make sense is not so. In the first cycle there are several indicators that have been achieved and which has not been achieved. Indicators that have been achieved in the first cycle according to the investigators' analysis of mathematics teachers stated that indicators of daily events in language or mathematical symbols. The ability of states daily occurrence in language or mathematical symbols on the first cycle increased 30.56%, from 25% to 55.56%. While the indicators are not successful in the first cycle is the ability to explain mathematical ideas orally, in writing, `5
drawings, graphs and algebra. The ability to explain mathematical ideas orally, in writing, drawings, graphs and algebra in the first cycle only increased 5.55%, from 30.56% to 36.11% and the indicators discussed and written presentation abilities in mathematics have not been successful in cycle first. The ability to discuss and written presentations on the first cycle increased 5.55%, from 41.67% to 47.22%. The first cycle of the action plan needs to be revised, and the revised plan of action would be used for a second cycle. Some need to be revised: 1) Teachers are given an explanation of the scietific approach with the PBL model more then the teacher can explain the process of learning. 2) Teachers do not dominate and are not explained in the study, so that students are more active in accordance with the approach and learning model that has been applied. 3) Teachers are more direct when students discuss and monitor when students discussed. 4) Students are given more time to find so many references that information obtained by students. Implementation of the actions carried out during the second cycle class 2 meetings are on Monday, April 28th, 2014 and Tuesday, April 29, 2014. At the second cycle of learning, scientific approach to the problem based learning models are already well underway. Students are more active during the learning process using a scientific approach to the model of Problem Based Learning. In the second cycle, the scientific approach to problem based learning model goes well according to plan although there are still some drawbacks. All indicators of ability of mathematical communication have also been achieved. Because indicator of mathematics communication and scientific approach with Problem Based Learning model has been going well as expected, researchers and teachers of mathematics to the conclusion that a class action with a scientific approach to problem based learning models ended in the second cycle. Based on the research that has been conducted by researchers through class action class action cycle I to cycle II by using a scientific approach to the problem based learning models, researchers and classroom teachers concluded that the ability of mathematical communication is improvement. `6
Students (Presentase) Improved of ability of mathematics communication before the second cycle of action to be presented in the table following. Table 4.1 Improved to Ability of Mathematics Communication of Students Indicator Ability to explained of mathematic ideas with orally, written, image, graph and algebre Ability to expressed of daily occurance in the language or mathematic symbols Ability to present discussing and write in its learning Total of Students Siswa (presentase) Pre-act Cycle I Cycle II 30,56% (11 students) 25% (9 students) 41,67% (15 students) 36,11% (13 students) 55,56% (20 students) 47,22% (17 students) 70% (25 students) 75% (27 students) 72,22% (26 students) Graph of Improvement of Ability of Mathematic Communication Matematika 80,00% 70,00% 60,00% 50,00% Ability to explained of Mathematic ideas with orally, written, image, graph, and algebre 40,00% 30,00% 20,00% 10,00% 0,00% Pre-Cycle Cycle 1 Cycle 2 Ability to expressed of daily occurance in language or mathematic symbols Ability to present of discussing and write in its learning Classrom Action Figure 4.6 Improved Ability of Mathematic Communication `7
Based on table 4.1 and graph 4.1 that it s can be concluded that the scientific approach with the problem based learning models can be improve of ability of mathematics communication the students of grade VIIE of the SMP Negeri 1 Wedarijaksa. This can be seen by an improves in the mathematical communication such as indicators by researchers use. This improve can more increase the students' active learning and outcomes also increased. 1. The student s ability to explain of mathematics-ideas with the orally, text, image, graphics and algebra. The students ability to explain of mathematical ideas of orally, in writing, image, graphs and algebraic the scientific approach to learning with a Problem Based Learning model can be show with the students' ability to explain of mathematical ideas during the discussion with the exchange of knowledge so that the process of asking students to one another and also the process of reasoning to solve problems by explaining mathematical ideas that have been obtained from the collection of information. The ability of students to explain mathematical ideas orally, in writing, image, graphs and algebra of pre action 30.56% and after the action from 36.11% to 70%. This is supported by the results of research conducted by Wahyu (2013) which states that the ability of students to explain mathematical ideas orally, in writing, images, graphs and algebra in pre action by 28.57% and the after becomes 85.71%. 2. The student s ability to expression of daily occurance in the language or mathematics symbols The students ability to expressed of daily occurrence in the language or mathematical symbols can be show with the student's ability to expressed of daily occurance according the material studied during lessons and also the student can answer with correctly about the individuals who have been gives. The students ability to expressed of daily occurance in a language or mathematic symbols in pre action 25% and after action from 55.56% to 75%. `8
This is supported by research conducted by Wahyu (2013) states that the ability to declare a daily occurrence in the language or mathematical symbols prior action of 14.29% and after the action increased to 77.14%. 3. The student s ability to present of discussion and write in mathematics learning The students ability to discuss and presentations with written in the learning of mathematics by using scientific approach with Problem Based Learning model is show by inability of students to discuss, exchange knowledge of students in the process of question the student with other students and can be presented in front of the class. More students who dared come forward to present the results to the class discussion. The student ability to discussion and presentation in learning of mathematics with written in prior action of 41.67% and after action of 47.22% to 72.22%. This condition is supported by research conducted by Wahyu (2013) that the ability of mathematical discussion in pre action is taken by 22.86% and after action becomes 91.43%. Similarly, research conducted by Sarjuniningsih (2012) that the ability to present the results of the discussion in pre action of 7.69% increase to 38.46% in after action. Based on the above explanation that supports researchers conducted a study and based on the formulation of the problem is formulated by the researchers concluded that the hypothesis is accepted that the scientific approach with the problem based learning models to improve the ability of mathematics communication in students of grade VIIE of SMP Negeri 1 Wedarijaksa years 2013/2014. CONCLUSION This study is an action research on the application of the scientific approach with problem based learning models to improve ability of mathematics communication the students of grade VIIE of SMP Negeri 1 Wedarijaksa year 2013/2014. `9
The results were conducted by researchers who collaborate with teachers of mathematics can be summarized as follows: 1) scientific approach with problem based learning models to improve the ability of mathematics communication, namely the steps of: (a) the teacher gives a related problem of learning materials, (b) the teacher directs students to observe the problem by dividing the heterogeneous group, each group consisted of six students, (c) the students can observe the process of seeking information from a guide book learning is used, (d) after getting the information, any information collected and discussed in each group, (e) the reasoning process, students solve problems with the exchange of knowledge resources that have been obtained, (f) in discussions to solve the problems occurring between students ask one another on each group respectively, (g) as a result of discussion within the group of students tried to present the results of focus group discussions, while other students respond, (h) the teacher and students together provide a conclusion of the study. 2) An increase in students' of mathematical communication through a scientific approach with problem based learning models can be show from the following indicators: a) the ability to explain mathematical ideas of orally, in writing, image, graphs and algebra as more as 30.56% (11 students), after the first cycle of the action contained 36.11% (13 students) and the second cycle of 70% (25 students), b) The ability to expression of daily occurance in language or mathematical symbols in pre action as more much of 25% (9 students), after the first cycle contained 55.56% (20 students) and the second cycle of 75% (27 students), c) Ability to discuss and written of presentations mathematics in pre action as more of 41.67% (15 students), after the first cycle of action there are 47.22% (17 students) and the second cycle of 72.22% (26 students). `10
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