PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI EMOTIONAL INTELLIGENCE
DOI: https://doi.org/10.30605/48612e03
Problem Based Learning, kemampuan penalaran matematis, Emotional Intelligence.
Abstract
Penelitian ini bertujuan menganalisis pengaruh Problem Based Learning dan Emotional Intelligence serta interaksi keduanya terhadap kemampuan penalaran matematis siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-experiment faktorial 2×3, membandingkan Problem Based Learning dan pembelajaran konvensional pada tiga tingkat Emotional Intelligence (tinggi, sedang, rendah). Sampel terdiri atas 57 siswa kelas VIII MTs Darul Ma’arif Lampung Selatan, yaitu 29 siswa pada kelas eksperimen dan 28 siswa kelas control yang dipilih melalui cluster random sampling. Instrumen yang digunakan terdiri dari tes kemampuan penalaran matematis sebanyak 4 soal uraian (α = 0,744) dan angket Emotional Intelligence sebanyak 18 butir (α = 0,802), yang telah memenuhi standar validitas dan reliabilitas. Data dianalisis menggunakan two way ANOVA setelah memenuhi asumsi normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa Problem Based Learning berpengaruh signifikan terhadap kemampuan penalaran matematis siswa (p < 0,001). Emotional Intelligence juga berpengaruh signifikan (p = 0,033), adanya interaksi antara model pembelajaran dengan Emotional Intelligence (p = 0,030). Temuan mengindikasikan bahwa efektivitas Problem Based Learning terhadap kemampuan penalaran matematis berkaitan dengan tingkat Emotional Intelligence siswa.
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