Pengaruh Pendekatan Pengajaran dan Tipe Masalah Terhadap Kemampuan Pemecahan Masalah Matematika ILL dan Well-defined

Abstract

The porpuse of this research is analysed the efectiveness of problem based learning (PBL) and regular (REG) teaching approachs and types of problem in order to develop the ill-defined (IDP) and well-defined (WDP) mathematical problem solving ability in the elementary school. This research was conducted by factorialized 2x2 version of pretest-postest non equivalent control group design of quasi experiment. There were four instructional design as treaments such as (1) PBL-IDP, (2) REG-IDP, (3) PBL-WDP, and (4) REG-WDP. Research hypothesis were examined by Multivariate Analysis of Covariance (MANCOVA). The result are, first, there is a difference of ill-defined mathematical problem solving ability of students taught by PBL and REG approaches. Second, there is no difference of well-defined mathematical problem solving ability of students taught by PBL and REG approaches. Third, there is a difference of ill-defined mathematical problem solving ability of students taught using the ill and well defined problems. Fourth, there is no difference of well-defined mathematical problem solving ability of students using the ill and well defined problems. Fifth, there is an interaction effect of teaching approach and types of problems for ill and well defined mathematical problem-solving ability. PBL by implemented IDP type of problem suitable to improve the ill-defined mathematical problem solving ability of students. REG by implemented WDP type of problem suitable to improve the well-defined mathematical problem solving ability of students.