MODEL PEMBELAJARAN OSBORN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA

  • Luthfiyati Nurafifah Universitas Wiralodra
  • Elah Nurlaelah Universitas Pendidikan Indonesia
  • Dian Usdiyana Universitas Pendidikan Indonesia
Keywords: Osborn Learning Model, Mathematical Problem Solving

Abstract

The  purpose  of  this  research  is  to find out the increase of student’s mathematical problem solving competence through the implementation of Osborn Learning Model, as well as compare it with the  student  who  earned  conventional learning.    In  addition,  the  purpose  of this research is to find out the increase of mathematical  problem  solving  competence on a group of student with high, middle, and low capability. The next purpose is to find out the attitude of the students against the osborn learning model. Methods used in this research is quasi Experimenter Method with pretest and post-test Marginalized Control Design. Population on this research are all of  students  of  VIII  grades  in  SMPN  1

Bandung. Samples on this research are two classes   of   VIII   grades,   one   class   as

Experimental Class and the other one as control    class.    Research    data    obtained

through the test of student’s mathematical problem solving competence, questionnaire, and  observation  sheets.  The  result  of  this

research shows that the increasing of student’s   mathematical   problem   solving

competence with Osborn Learning Model better than   the increasing of student’s mathematical  problem  solving  competence

with conventional learning. There are differences in the increasing competence on

the groups of high capability, middle capability and low capability in osborn class and   conventional   class.   In   general,   the

students  give  a  positive  attitude  against

Osborn Learning Model.

 

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Published
2016-08-01
How to Cite
Nurafifah, L., Nurlaelah, E., & Usdiyana, D. (2016). MODEL PEMBELAJARAN OSBORN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA. Mathline : Jurnal Matematika Dan Pendidikan Matematika, 1(2), 93-102. https://doi.org/10.31943/mathline.v1i2.21
Section
Articles