PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN MEDIA KONKRET UNTUK MENINGKATKAN PEMBELAJARAN MATEMATIKA TENTANG BANGUN RUANG PADA SISWA KELAS V SDN SURABAYAN TAHUN AJARAN 2016/2017

ABSTRAK Oka Yoga Riana. PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN MEDIA KONKRET UNTUK MENINGKATKAN PEMBELAJARAN MATEMATIKA TENTANG BANGUN RUANG PADA SISWA KELAS V SDN SURABAYAN TAHUN AJARAN 2016/2017. Skripsi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret Surakarta, Mei 2017. Tujuan penelitian ini yaitu: (1) untuk mendeskripsikan langkah-langkah penerapan model Problem Based Learning (PBL) dengan media konkret; (2) untuk meningkatkan pembelajaran matematika tentang bangun ruang dengan menggunakan model PBL dengan model Problem Based Learning (PBL) dengan media konkret; dan (3) untuk mendeskripsikan kendala dan solusi penerapan model Problem Based Learning (PBL) dengan media konkret untuk meningkatkan pembelajaran matematika tentang bangun ruang pada siswa kelas V SDN Surabayan tahun ajaran 2016/2017. Penelitian tindakan kelas kolaboratif dilaksanakan dalam tiga siklus. Setiap siklus terdiri dari dua pertemuan dan setiap pertemuan terdiri dari empat tahapan yaitu perencanaan, pelaksanaan, pengamatan, refleksi. Subjek penelitian berjumlah 28 siswa. Sumber data penelitian ini yaitu siswa, guru, observer, dan dokumen. Teknik pengumpulan data adalah observasi, wawancara, dan tes. Validitas data menggunakan triangulasi sumber dan triangulasi teknik. Analisis data menggunakan analisis data kuantitatif dan kualitatif meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa: (1) langkah-langkah penerapan model Problem Based Learning (PBL) dengan media konkret, yaitu: (a) orientasi masalah disertai penggunaan media konkret, (b) pengorganisasian siswa untuk belajar dengan bantuan media konkret, (c) pembimbingan individual maupun kelompok disertai penggunaan media konkret, (d) penyajian hasil diskusi dengan memanfaatkan media konkret, (e) evaluasi proses pemecahan masalah dengan media konkret; (2) penerapan model Problem Based Learning (PBL) dengan media konkret dapat meningkatkan pembelajaran matematika tentang bangun ruang. Hal ini terbukti dengan peningkatan persentase ketuntasan siswa, yaitu pada siklus I = 85,44%, siklus II = 88,19%, dan siklus III = 90,23; (3) kendala penerapan model Problem Based Learning (PBL) dengan media konkret, yaitu: : (a) guru kurang memperhatikan alokasi waktu pembelajaran, (b) guru belum menjelaskan kegunaan media konkret, (c) guru belum mengaktifkan siswa yang pasif dalam diskusi. Solusi dari kendala tersebut yaitu: (a) guru membatasi setiap langkah pembelajaran, (b) guru menjelaskan kegunaan media konkret, (c) guru lebih memperhatikan siswa yang masih pasif dalam diskusi. Simpulan penelitian ini adalah penerapan model Problem Based Learning (PBL) dengan media konkret dapat meningkatkan pembelajaran matematika tentang bangun ruang pada siswa kelas V SDN Surabayan tahun ajaran 2016/2017. Kata Kunci: Problem Based Learning (PBL), media konkret, matematika ABSTRACT Oka Yoga Riana. THE USE OF PROBLEM BASED LEARNING (PBL) MODEL USING CONCRETE MEDIA IN IMPROVING THE LEARNING OF MATHEMATICS ABOUT GEOMETRY FOR THE FIFTH GRADE STUDENTS OF SDN SURABAYAN IN THE ACADEMIC YEAR OF 2016/2017.Thesis, Teacher Training and Education Faculty, Sebelas Maret University of Surakarta.May, 2017. The objectives of this research are: (1) to describe the steps on the use of problem based learning (PBL) model concrete media; (2) to improve the learning of mathematics about geometry through the use of problem based learning (PBL) model using concrete media; and (3) to describe problems and solutions on the use of problem based learning (PBL) model using concrete media in improving the learning of mathematics about geometry for the fifth grade students of SDN Surabayan in the academic year of 2016/2017. This research is a collaborative Classroom Action Research (CAR) conducted within three cycles; two meetings each. Each cycle consisted of planning, action, observation, and reflection. Subjects of the research were 28 students. Sources of data were derived from students, teacher, and observer. Techniques of collecting data were learning outcomes test, observation, interview, and documentation. Validity of data in this research was analyzed using triangulation of sources and triangulation of technique. Data were analyzed using quantitative and qualitative descriptiveanalysis consisting of data reduction, data display, and drawing conclusion or verification. The results of this research show that: (1) the steps on the use of problem based learning (PBL) model concrete media, namely: (a) problem orientation using concrete media, (b) organizing students using concrete media, (c) guiding students individually or in group using concrete media, (d) presenting the result using concrete media, (e) analyzing and evaluating the problem-solving process using concrete media, (2) the use of problem based learning (PBL) model using concrete media can improve the learning of mathematics about geometry for the fifth grade students of SDN Surabayan in the academic year of 2016/2017. It was proven by the increase of learning outcomes in the first cycle 85,44%, in the second cycle 88,19%, and in the third cycle 90,23%; (3) the problems encountered in the learning, namely: (a) teacher did not classified students equally and homogeneously, (b) teacher did not pay attention on time limitation of the lesson, (c) teacher did not introduce yet the benefit of concrete media. Solutions for these problems are: (a) teacher classifies students equally and homogeneously, (b) teacher limits each lesson step, and (c) teacher introduces the benefit of concrete media. The conclusion of this research is the use of problem based learning (PBL) model using concrete media can improve the learning of mathematics about geometry for the fifth grade students of SDN Surabayan in the academic year of 2016/2017. Keywords: Problem Based Learning (PBL), concrete media, mathematic