PENGARUH PENDEKATAN PEMBELAJARAN PROBLEM POSING TERHADAP HASIL BELAJAR MATEMATIKA DI TINJAU DARI KEMAMPUAN AWAL PESERTA DIDIK KELAS VII SMP NEGERI 2 ANGGREK

Abstract

This research aims to obtain empirical data about differences in mathematics learning outcomes of students who are tought by using the problem posing learning approach and students who are taught by using a conventional approach in terms of the students initial’ ability. This is Quasi-experimental research with treatment by level 2 x 2 design, which is carried out on the students in class VII of SMP Negeri 2 Anggrek in odd semester, 2019-2020. The research data are obtained through the learning outcomes test and initial ability test. Analysis of learning outcomes data is based on grouping the initial ability scores, which are divided into high and low initial ability. The research data are analyzed by using ANAVA 2 pathway and the Tuckey Test. The findings are : (1) the students’ mathematics learning outcomes who are taught using the problem posing learning approach are higher than the conventional approach, (2) there is an interaction influence between the learning approach and the initial ability on students’ mathematics learning outcomes, (3) the students’ mathematics learning outcomes who are taught by using problem posing learning approach is higher than the conventional approach for group of students who have high initial ability, and (4) the students’ mathematics learning outcomes who are taught by using conventional approach are higher then the problem posing learning approach for the group of students who have low initial ability. These findings indicate that the problem posing learning approach is more suitable in teaching mathematical concepts to a group of students who have high initial ability.