Penerapan Model Problem Based Learning (PBL) dalam Peninigkatan Pembelajaran Matematika tentang Pecahan pada Siswa Kelas III SDN 3 Tambakmulyo Tahun Ajaran 2017/2018

ABSTRAK Khomsatun Khoirun Nisa. PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DALAM PENINGKATAN PEMBELAJARAN MATEMATIKA TENTANG PECAHAN PADA SISWA KELAS III SDN 3 TAMBAKMULYO TAHUN AJARAN 2017/2018. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. 2018. Penelitian ini bertujuan untuk: (1) mendeskripsikan langkah penerapan model Problem Based Learning (PBL), (2) meningkatkan pembelajaran pecahan dengan menerapkan model Problem Based Learning (PBL) pada siswa kelas III SD, (3) mendeskripsikan kendala dan solusi dalam penerapan model Problem Based Learning (PBL). Penelitian ini merupakan penelitian tindakan kelas (PTK) kolaboratif. Penelitian dilaksanakan selama tiga siklus. Subjek penelitian ini adalah siswa kelas III SDN 3 Tambakmulyo tahun ajaran 2017/2018 yang berjumlah 26 siswa. Teknik pengumpulan data menggunakan observasi, wawancara, dokumentasi, dan tes. Validitas data menggunakan triangulasi sumber dan triangulasi teknik. Teknik analisis data dilakukan menggunakan tiga tahapan yaitu reduksi data, penyajian data,dan penarikan kesimpulan. Hasil penelitian ini adalah: (1) langkah penerapan model Problem Based Learning (PBL) yaitu: (a) orientasi masalah, (b) mengorganisasikan siswa untuk belajar, (c) pembimbingan siswa, (d) penyajian hasil kerja, (e) analisis dan evaluasi pemecahan masalah. (2) penerapan model Problem Based Learning (PBL) dapat meningkatkan hasil belajar pecahan siswa. Terbukti dengan perolehan persentase ketuntasan hasil belajar siklus I = 86,54%, siklus II = 86,62%, dan siklus III = 96,15%. (3) kendala penggunaan langkah model Problem Based Learning (PBL), yaitu: (a) siswa kesulitan mengerjakan soal cerita, (b) waktu yang digunakan terlalu lama, (c) siswa belum berani mengungkapkan pendapat dan tanggapan, (d) siswa belum aktif dalam menanggapi apa yang guru sampaikan. Solusi dari kendala-kendala tersebut, yaitu: (a) guru memberi bimbingan pada siswa yang kesulitan mengerjakan soal cerita, (b) alokasi waktu diperhatikan, (c) guru perlu memberikan nilai tambah atau rewards, dan (d) guru memancing siswa agar aktif. Simpulan dari penelitian ini menunjukkan bahwa penerpan model Problem Based Learning (PBL) dapat meningkatkan pembelajaran tentang pecahan pada siswa kelas III SDN 3 Tambakmulyo tahun ajaran 2017/2018. Kata kunci: Model Pembelajaran, Problem Based Learning (PBL), Pecahan ABSTRACT Khomsatun Khoirun Nisa. THE APPLICATION OF PROBLEM BASED LEARNING (PBL) MODEL IN IMPROVING MATHEMATICS LEARNING ABOUT FRACTION FOR THE THIRD GRADE STUDENTS OF SDN 3 TAMBAKMULYO IN THE ACADEMIC YEAR OF 2017/2018. Thesis, Teacher Training and Education Faculty, Sebelas Maret University of Surakarta. 2018 The objectives of this research are: (1) to describe the steps on the application of Problem Based Learning (PBL), (2) to improve Mathematics learning about fraction through the application of Problem Based Learning (PBL) for the third-grade students of elementary school, and (3) to describe problems and solutions in implementing Problem Based Learning (PBL). This research is a collaborative Classroom Action Research (CAR) conducted within three cycles. Each cycle consisted of planning, action, observation, and reflection. Subjects of the research were third-grade students of SDN 3 Tambakmulyo in the academic year of 2017/2018. Techniques of collecting data were observation, interview, documentation, and test. Validity of data in this research was analyzed using quantitative and qualitative descriptive analysis consisting of data reduction, data display, and drawing conclusion. The results of this research show that: (1) the steps of Problem Based Learning model, namely: (a) problem orientation, (b) organize student to learn, (c) student coaching, (d) presentation of the work, (e) analysis and evaluation of problems; (2) the application of Problem Based Learning (PBL) model can improve Mathematics learning about fraction problem. It was proven by the increase of learning outcomes in the first cycle 86.54%, in the second cycle 86.62%, and in the third cycle 96.15%; and (3) the problems encountered in the learning, namely: (a) the students have difficulty working on the story, (b) the time spent was too long, (c) the students have not dared to express their opinions and responses, (d) the students did not respond to what the teacher said. Solutions for these problems are: (a) teachers provide guidance to students who have difficulty working on story problems, (b) pay attention to the time allocation, (c) teachers need to give additionalscore or rewards, and (d) teachers encourage students to be active. The conclusion of this research is the application of Problem Based Learning (PBL) model can improve Mathematics learning about fraction for the third-grade students of SDN 3 Tambakmulyo in the academic year of 2017/2018. Keywords: learning model, Problem Based Learning (PBL), fraction proble