Implementation of Problem-Based Learning with Neuroscience Approach to Improve Mathematical Communication Skills and Statistics Learning Activities in Junior High School
DOI:
https://doi.org/10.35747/t.v4i1.317Keywords:
mathematical communication, active learning, Problem Based Learning, neurosainceAbstract
This study aims to improve students' mathematical communication skills and active learning of statistics material in grade VIII A SMP Negeri 4 Amlapura using the Problem-Based Learning learning model with a neuroscience approach. This type of research is Classroom Action Research which consists of 2 (two) cycles. Each cycle consists of 4 (four) stages, i.e. planning, implementation, observation, and reflection. The data collection technique of this research uses a mathematical communication skill test, observation activity, and student questionnaires. Data analysis uses quantitative and qualitative. The results showed that the average score of students' mathematical communication skills at the initial reflection time was 60.59, then in the first cycle was 70.56, and in the second cycle was 82.06. Based on the student response questionnaire results, the percentage of students' active learning during the initial reflection was 49%, in the first cycle, it was 72%, and in the second cycle, it was 93%. From the results of this study can be concluded that the application of the Problem Based Learning learning model with a neuroscience approach can improve mathematical communication skills and student learning activities.
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