PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR MATEMATIKA SISWA MATERI PECAHAN KELAS IV SDN TERUNGWETAN

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar matematika siswa materi pecahan senilai kelas IV SDN Terungwetan. Penelitian ini termasuk dalam penelitian kuantitatif. Penelitian kuantitatif ini menggunakan pre eksperimen desain yang metode One Group pretest-posttest desain. Hasil analisis data menggunakan bantuan SPSS software 29.0.1 for windows. Hasil olah data pretest dan posttest dihitung menggunakan SPSS menunjukan nilai sig 2-tailed yaitu 0,099 dan 0,541. Hasil signifikansi tersebut menunjukan lebih dari 0,05 berarti data berdistribusi normal. Oleh karena itu, uji hipotesis yang digunakan adalah uji paired sample t�test. Hasil uji paired sample t-test diperoleh nilai signifikansi sebesar 0,001 (0,001< 0,05) maka H0 ditolak dan Ha diterima. Hipotesis menyatakan bahwa ada pengaruh hasil belajar matematika siswa antara sebelum dan sesudah diberikan model Problem Based Learning (PBL). Uji N-Gain diperoleh nilai 69.4663 dengan kategori cukup efektif.
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This study aims to determine the effect of the Problem Based Learning (PBL) learning model on the results of students' mathematics learning in fractions worth class IV at SDN Terungwetan. This research is included in quantitative research. This quantitative research uses a pre-experimental design which is the One Group pretest-posttest design method. The results of data analysis using SPSS software
29.0.1 for windows. The results of pretest and posttest data processing were calculated using SPSS showing sig 2-tailed values, namely 0.099 and 0.541. The significance results show that more than 0.05 means the data is normally distributed. Therefore, the hypothesis test used is the paired sample t-test. The results of the paired sample t-test obtained a significance value of 0.001 (0.001 <0.05) then H0 was rejected and Ha was accepted. The hypothesis states that there is an influence on students' mathematics learning outcomes between before and after being given the Problem Based Learning (PBL) model. The N-Gain test obtained a value of 69.4663 in the quite effective category.