Kemampuan Representasi Matematis Siswa Melalui Model Problem Based Learning dan Probing Prompting Learning

Kemampuan representasi matematis siswa rendah. Upaya meningkatkan kemampuan representasi matematis diantanya melakukan inovasi model pembelajaran. Tujuan penelitian untuk menganalisis perbedaan dan kualitas peningkatan kemampuan representasi matematis antara siswa yang mendapatkan model pembelajaran  problem based learning dengan probing prompting learning , beserta respon sikap siswa. Metode penelitian adalah kuasi eksperimen. Populasi adalah seluruh siswa kelas VIII salah satu SMP swasta di Garut tahun ajaran 2018/2019, sampelnya yaitu kelas VIII-A dan VIII-B. Hasil penelitian menunjukkan terdapat perbedaan kemampuan representasi matematis antara siswa yang mendapatkan model pembelajaran problem based learning dengan probing prompting learning , kualitas peningkatan kemampuan representasi matematis siswa kedua kelas berinterpretasi sedang, dan sikap siswa berinterpretasi baik. Model pembelajaran problem based learning dengan probing prompting learning dapat digunakan dalam pembelajaran untuk meningkatkan kemampuan representasi matematis. The students' mathematical representation ability is low. Efforts to improve mathematical representation skills include innovating learning models. The purpose of the study was to analyze the differences and quality of improvement in mathematical representation skills between students who received the problem-based learning model with probing prompting learning, along with student attitude responses. The research method is quasi-experimental. The population is all class VIII students of one of the private junior high schools in Garut for the 2018/2019 academic year, the samples are class VIII-A and VIII-B. The results showed that there were differences in the ability of mathematical representation between students who received the problem-based learning model with probing prompting learning, the quality of improving the mathematical representation ability of students in both classes had moderate interpretation, and students' attitudes had good interpretations. A problem-based learning model with probing prompting learning can be used in learning to improve mathematical representation abilities.