Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Metakognisi Belajar Murid Sekolah Dasar

Abstract

This research was motivated by the low mathematical problem-solving ability of elementary school students and the prevalence of teacher-centered learning practices. This study aims to determine the effect of the Problem Based Learning (PBL) model on students' mathematical problem-solving ability viewed from their level of learning metacognition, as well as to measure the extent of improvement in these skills at SDN 009 Cikadut Bandung. The research applied a quantitative approach with a quasi-experimental method using a 2x2 factorial Nonequivalent Control Group Design. The population and sample consisted of all 52 fourth-grade students, divided into class IV A (26 students) as the experimental group applying the PBL model, and class IV B (26 students) as the control group using a conventional learning model. Data collection techniques included mathematical problem-solving tests (pretest and posttest), learning metacognition questionnaires, observations, and documentation. The test instrument was designed based on Polya's four problem-solving stages. The results showed that the mean posttest score of the experimental class increased significantly from 67.92 (pretest) to 80.23 (posttest), with 50% of students achieving the "very good" category and 50% achieving the "good" category. Conversely, the control class's mean score moved from 67.54 (pretest) to 65.27 (posttest), with 84.6% of students in the "good" category and 15.4% in the "fair" category. Therefore, the implementation of the Problem Based Learning (PBL) model has a positive and significant effect on enhancing elementary school students' mathematical problem-solving ability, integrated with their level of learning metacognition.