PENINGKATAN KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS MELALUI PEMBELAJARAN PROBLEM BASED LEARNING DAN INQUIRY BASED LEARNING PADA SISWA KELAS V SEKOLAH DASAR

Penelitian ini bertujuan untuk melihat pengaruh pembelajaran Problem Based Learning dan Inquiry Based Learning terhadap peningkatan kemampuan pemahaman dan komunikasi matematis siswa kelas V sekolah dasar. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain yang digunakan adalah pretest-posttest two treatment design. Populasi sekaligus sampel dalam penelitian ini adalah seluruh siswa kelas V Sekolah Dasar di salah satu sekolah dasar Negeri di kabupaten Bangka Tengah. Instrument yang digunakan dalam pengumpulan data adalah test kemampuan pemahaman dan komunikasi matematis dalam bentuk uraian. Hasil penelitian menunjukan bahwa pembelajaran Problem Based Learning dan Inquiry Based Learning sama-sama memiliki pengaruh dalam meningkatkan kemampuan pemahaman dan komunikasi matematis siswa sekolah dasar. Ditinjau berdasarkan kategori kemampuan siswa, kemampuan pemahaman matematis siswa kelompok tinggi yang memperoleh pembelajaran Inquiry Based Learning sama baiknya dengan siswa kelompok tinggi yang memperoleh pembelajaran Problem Based Learning. Kemampuan pemahaman matematis siswa kelompok sedang yang memperoleh pembelajaran Inquiry Based Learning lebih baik dari pada siswa kelompok sedang yang memperoleh pembelajaran Problem Based Learning. Kemampuan pemahaman matematis siswa kelompok rendah yang memperoleh pembelajaran Problem Based Learning sama baiknya daripada dengan siswa kelompok rendah yang memperoleh pembelajaran Inquiry Based Learning. Sedangkan jika ditinjau dari kemampuan komunikasi matematis, kemampuan komunikasi matematis siswa kelompok tinggi yang memperoleh pembelajaran Inquiry Based Learning sama baiknya dengan siswa kelompok tinggi yang memperoleh pembelajaran Problem Based Learning. Kemampuan komunikasi matematis siswa kelompok sedang yang memperoleh pembelajaran Inquiry Based Learning lebih baik dari pada siswa kelompok sedang yang memperoleh pembelajaran Problem Based Learning. Dan kemampuan komunikasi matematis siswa kelompok rendah yang memperoleh pembelajaran Inquiry Based Learning lebih baik daripada dengan siswa kelompok rendah yang memperoleh pembelajaran Problem Based Learning. Berdasarkan hasil penelitian tersebut maka dapat disimpulkan bahwa pembelajaran Problem Based Learning dan Inquiry Based Learning dapat dijadikan sebagai salah satu alternative pembelajaran dalam upaya meningkatan kemampuan pemahaman dan komunikasi matematis siswa kelas V sekolah dasar The aim of present study was to see the influence of Problem Based Learning and Inquiry Based Learning toward enhancement of mathematical comprehension and mathematical communication ability of five graders students of elementary school. This study was experiment quasi study with design used is pretest-posttest two treatment design. Population and sample in this study are all students of five graders of Elementary School in one of public elementary school in West Bangka regency. Instruments used in data collection was mathematical comprehension and communication ability test in the form of essay. The result of study showed that Problem Based Learning and Inquiry Based Learning equally have influence in enhancing mathematical comprehension and communication ability of elementary school students. Viewed based on student ability category, mathematical comprehension ability of high group students who were taught by Inquiry Based Learning was equally good with high group students who were taught by Problem Based Learning. Mathematical comprehension ability of medium group students who were taught Inquiry Based Learning is better than medium group students who were taught by Problem Based Learning. Mathematical comprehension ability of low group students who were taught by Problem Based Learning was equally good with low group students who were taught by Inquiry Based Learning. If it was viewed from mathematical communication ability, mathematical communication ability of high group students who were taught by Inquiry Based Learning was equally good with high group students who were taught by Problem Based Learning. Mathematical communication ability of medium group students who were taught by Inquiry Based Learning is better than medium group students who were taught by Problem Based Learning. Mathematical communication ability of low group students who were taught by Inquiry Based Learning is better than low group students who were taught by Problem Based Learning. Based on this result of study, it can be concluded that Problem Based Learning and Inquiry Based Learning can be made to become one alternative of learning as an effort to enhance mathematical comprehension ability and mathematical communication ability of five graders students of elementary school