THE EFFECT OF THE MODIFIED REALISTIC MATHEMATIC EDUCATION (RME) PROBLEM-BASED LEARNING (PBL) MODEL ON PROBLEM-SOLVING SKILLS AS SEEN FROM STUDENTS' MATH ANXIETY IN ELEMENTARY SCHOOLS

SITI AISYATUN NUR HABIBAH, . (2025) THE EFFECT OF THE MODIFIED REALISTIC MATHEMATIC EDUCATION (RME) PROBLEM-BASED LEARNING (PBL) MODEL ON PROBLEM-SOLVING SKILLS AS SEEN FROM STUDENTS' MATH ANXIETY IN ELEMENTARY SCHOOLS. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

	Text HALAMAN JUDUL.pdf Download (585kB)
	Text BAB I.pdf Download (427kB)
	Text BAB II.pdf Restricted to Registered users only Download (890kB)
	Text BAB III.pdf Restricted to Registered users only Download (878kB)
	Text BAB IV.pdf Restricted to Registered users only Download (589kB)
	Text BAB V.pdf Restricted to Registered users only Download (254kB)
	Text DAFTAR PUSTAKA.pdf Download (518kB)
	Text LAMPIRAN.pdf Restricted to Registered users only Download (2MB)

Abstract

This study aims to determine whether the improvement in mathematical problem-solving skills taught using the Problem Based Learning - Realistic Mathematics Education (PBL-RME) is higher than scientific learning, whether the interaction between students' initial mathematical ability and the learning model affects the improvement in mathematical problem-solving ability, and whether the interaction between students' problem-solving ability and the learning model affects their level of math anxiety. This is a quantitative study using a quasi-experimental design. The subjects of the study were fifth-grade students at Pondok Labu 2 State Elementary School in the 2024/2025 academic year. The results of the study indicate that the improvement in mathematical problem-solving skills of students taught using the Problem-Based Learning-Realistic Mathematics Education (PBL-RME) model is higher than those taught using the Scientific Learning model. Students taught using the Problem-Based Learning-Realistic Mathematics Education (PBL-RME) model with low math anxiety had higher problem-solving skills than those taught using the Scientific Learning model. There was an interaction between students' initial math skills and the learning model on the improvement of students' mathematical problem-solving skills, as seen in the hypothesis test through the t-test and F-test, each of which yielded a significance level of 0.000 < 0.05 for the learning model. There is an interaction between ability Penelitian ini memiliki tujuan untuk mengetahui apakah peningkatan kemampuan pemecahan matematika yang diajar menggunakan model Problem Based LearningRealistic Mathematic Education (PBL-RME) lebih tinggi daripada pembelajaran Saintifik, apakah model Problem Based Learning- Realistic Mathematic Education (PBL-RME) lebih tinggi daripada pembelajaran Saintifik, interaksi antara kemampuan awal matematika siswa dan model pembelajaran terhadap peningkatan kemampuan pemecahan matematika, interaksi antara kemampuan pemecahan masalah siswa dan model pembelajaran terhadap tingkat math anxiety siswa. Jenis penelitian kuantitatif dengan quasi eksperimen. Subjek dari penelitian adalah siswa kelas V SD Negeri Pondok Labu 2 tahun ajaran 2024/2025. Hasil penelitian menunjukkan bahwa Peningkatan kemampuan pemecahan masalah matematis siswa yang diajar menggunakan model Problem Based Learning- Realistic Mathematic Education (PBL-RME) lebih tinggi daripada yang diajar dengan pembelajaran Saintifik. Kemampuan siswa yang diajar dengan model Problem Based LearningRealistic Mathematic Education (PBL-RME) dengan Math anxiety rendah lebih tinggi daripada dengan pembelajaran Saintifk. Terdapat interaksi antara kemampuan awal matematika siswa dan model pembelajaran terhadap peningkatan kemampuan pemecahan masalah matematis siswa dapat dilihat berdasarkan uji hipotesis melalui uji t dan uji f yang masing-masing mendapat skor nilai sig model pembelajaran 0,000 < 0,05. Terdapat interaksi antara kemampuan pemecahan matematika siswa dan model pembelajaran terhadap Math anxiety siswa. Dibuktikan berdasarkan uji hipotesis melalui uji t dan uji f yang masing-masing mendapat skor nilai sig model pembelajaran 0,008 < 0,05.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Yurniwati,. M.Pd 2). Ade Dwi Utami,. S.Pd., M.Pd., Ph.D
Subjects:	Pendidikan > Pendidikan Dasar
Divisions:	PASCASARJANA > S2 Pendidikan Dasar
Depositing User:	SITI AISYATUN NUR HABIBAH .
Date Deposited:	22 Sep 2025 02:37
Last Modified:	22 Sep 2025 02:37
URI:	http://repository.unj.ac.id/id/eprint/62519

Actions (login required)

View Item