META-ANALISIS : MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN PEMECAHAN MASALAH PADA PEMBELAJARAN MATEMATIKA SISWA
DOI: https://doi.org/10.30605/pedagogy.v10i2.5931
Kata Kunci: Problem Based Learning (PBL), Kemampuan Pemecahan Masalah, Pembelajaran Matematika
Abstract
Pembelajaran matematika sering dianggap menantang oleh peserta didik karena kompleksitas materi dan rendahnya keterampilan dasar. Salah satu model pembelajaran yang berkembang untuk mengatasi masalah ini adalah model pembelajaran Problem Based Learning (PBL), yang berfokus pada pemecahan masalah nyata guna meningkatkan pemahaman konseptual dan kemampuan berpikir kritis. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran Problem Based Learning (PBL) terhadap kemampuan pemecahan masalah matematika melalui pendekatan meta-analisis. Data dikumpulkan dari 10 artikel penelitian yang diterbitkan antara tahun 2019 hingga 2024, mencakup berbagai jenjang pendidikan dari SD hingga perguruan tinggi. Hasil penelitian menunjukkan bahwa nilai Effect Size, yang terbagi dalam tiga kategori yaitu sedang, besar dan sangat besar yang menunjukkan peningkatan kemampuan pemecahan masalah matematika siswa melalui model pembelajaran Problem Based Learning (PBL). Selain itu, hasil perhitungan uji dua mean didapatkan bahwa = 12,225 > = 1,96 maka H₀ ditolak. Artinya, mean hasil pembelajaran pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Oleh karena itu, dapat disimpulkan bahwa model Problem Based Learning (PBL) sangat relevan dan efektif untuk diterapkan dalam pembelajaran matematika, khususnya dalam upaya meningkatkan kemampuan pemecahan masalah siswa.
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