PENDEKATAN PEMBELAJARAN MENDALAM BERBANTUAN LKPD TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA
DOI:
https://doi.org/10.46368/kjpm.v6i2.5367Abstract
Abstrak: Penelitian ini menguji apakah pembelajaran mendalam yang diintegrasikan ke dalam Lembar Kerja Peserta Didik (LKPD) menghasilkan peningkatan kemampuan pemecahan masalah matematis yang lebih tinggi daripada pembelajaran langsung yang sama-sama menggunakan LKPD. Penelitian kuasi eksperimen menerapkan rancangan kelompok kontrol nonekuivalen dengan pretest dan posttest. Sampel dipilih melalui cluster random sampling dari siswa kelas VIII SMP Negeri 2 Sintang, yaitu kelas VIII C sebagai kelompok eksperimen dan kelas VIII E sebagai kelompok kontrol; setiap kelompok terdiri atas 35 siswa. Data diperoleh melalui tes uraian yang mengukur empat tahap pemecahan masalah Polya dan dianalisis menggunakan statistik deskriptif, N-Gain ternormalisasi, serta uji-t independen. Rata-rata kelas eksperimen berubah dari 37,51 menjadi 79,89, sedangkan kelas kontrol berubah dari 38,40 menjadi 70,80. Rata-rata N-Gain kelompok eksperimen sebesar 0,68 dan kelompok kontrol sebesar 0,53. Perbedaan N-Gain sebesar 0,15 signifikan secara statistik, t(68) = 4,81, p < 0,001, dengan ukuran efek besar (d = 1,15; IK 95% [0,088, 0,212]). Hasil tersebut menunjukkan bahwa, dalam konteks penelitian ini, pembelajaran mendalam berbantuan LKPD lebih efektif daripada pembelajaran langsung berbantuan LKPD dalam mengembangkan kemampuan pemecahan masalah pada materi persamaan garis lurus.
Kata Kunci: Deep Learning, Eksperimen, Kemampuan Pemecahan Masalah Matematis, LKPD, Persamaan Garis Lurus
Abstract: This study examined whether a deep learning-oriented instructional approach embedded in student worksheets produced greater improvement in mathematical problem-solving ability than direct instruction supported by worksheets. A quasi-experimental nonequivalent control group design with pretest and posttest measures was employed. Cluster random sampling selected two eighth-grade classes at SMP Negeri 2 Sintang: class VIII C as the experimental group and class VIII E as the control group, with 35 students in each group. Data were collected using essay items aligned with Polya's four problem-solving stages and were analyzed through descriptive statistics, normalized gain, and an independent-samples t test. The experimental group's mean score increased from 37.51 to 79.89, whereas the control group's mean increased from 38.40 to 70.80. The experimental and control groups obtained mean normalized gains of 0.68 and 0.53, respectively. The between-group gain difference of 0.15 was statistically significant, t(68) = 4.81, p < .001, with a large effect size (d = 1.15; 95% CI [0.088, 0.212]). Within the scope of this study, worksheet-assisted deep learning-oriented instruction was more effective than worksheet-assisted direct instruction in strengthening students' mathematical problem-solving ability on straight-line equations.
Keywords: Deep Learning, Experiment, Mathematical Problem-Solving Ability, Straight-Line Equations, Student Worksheets
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Copyright (c) 2026 Rohma Dilla Mulyani, Muchtadi, Hodiyanto
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