Penelitian ini berfokus pada upaya untuk mengetahui pencapaian dan peningkatan kemampuan pemahaman dan pemecahan masalah matematis siswa, serta disposisi matematis siswa ditinjau berdasarkan pembelajaran dan kemampuan awal matematis (KAM) siswa. Penelitian ini adalah penelitian kuasi eksperimen dengan populasi adalah seluruh siswa kelas X salah satu SMK Swasta di Sumedang. Sampel diambil dua kelas dari sebelas kelas X secara purposive. Sampel yang terlibat sebanyak 64 siswa, 31 siswa kelas eksperimen dan 33 siswa kelas kontrol. Instrumen yang digunakan dalam penelitian ini meliputi tes kemampuan pemahaman, pemecahan masalah, dan skala disposisi matematis. Analisis data menggunakan uji-t, uji Mann-Whitney U, uji ANOVA dua jalur dengan interaksi, dan Uji Pearson–Chi Kuadrat (2). Berdasarkan hasil analisis data diperoleh kesimpulan: (1) Secara keseluruhan dan pada kategori KAM sedang dan rendah, pencapaian dan peningkatan kemampuan pemahaman matematis siswa yang mendapat Pembelajaran Berbasis Masalah (PBM) lebih baik daripada siswa yang mendapat pembelajaran ekspositori. Sedangkan pada kategori KAM tinggi, tidak terdapat perbedaan pencapaian dan peningkatan kemampuan pemahaman matematis antara siswa yang belajar dengan PBM dan ekspositori. Selain itu, secara keseluruhan dan tiap kategori KAM, tidak terdapat perbedaan pencapaian dan peningkatan kemampuan pemecahan masalah matematis antara siswa yang belajar dengan PBM dan ekspositori; (2) Secara keseluruhan dan tiap kategori KAM, tidak terdapat perbedaan disposisi matematis antara siswa yang belajar dengan PBM dan ekspositori; (3) Tidak terdapat interaksi antara faktor pembelajaran dan faktor KAM terhadap pencapaian kemampuan pemahaman, pemecahan masalah, dan disposisi matematis siswa; dan (4) Terdapat asosiasi yang signifikan antara kemampuan pemahaman matematis dan pemecahan masalah matematis, kemampuan pemahaman matematis dan disposisi matematis, dan kemampuan pemecahan masalah matematis dan disposisi matematis.---------- This study was focused on the effort to investigate student’s progress and achievement on understanding and solving mathematical problem as well as mathematical disposition from the perspective of students’ mathematical initial ability (MIA). This study was a quasi-experiment with the population was all students of tenth grade of a private vocational school in Sumedang. The samples were two of eleven classes which were chosen purposively, comprising 64 students: 31 students of experimental class and 33 students of control class. Instruments employed in this study were tests on understanding ability and solving problem, and mathematical disposition scale. The data was analyzed using t-test, Mann-Whitney U test, two ways ANOVA with interaction, Pearson-Chi Square test (2). The findings of this study indicate that: (1) In general, and in MIA’s categories of middle and low, the achievement and progress on students’ mathematical understanding who got intervention on Problem-based Learning (PBL) were better than those who received intervention on expository learning. Meanwhile, in MIA’s category of high, there was no difference on students’ achievement and progress on mathematical understanding. Furthermore, on the whole and on each category of MIA, there was no difference between achievement and progress on ability of solving mathematical problem between those who received PBL and expository learning; (2) In general and in each category of MIA, there was no difference in mathematical disposition between students who received PBL and expository learning; (3) There was no interaction between learning and MIA factors and students’ achievement on understanding, solving problem, and mathematical disposition abilities; (4) There was a significant association between mathematical understanding and solving mathematical problem abilities, mathematical understanding and mathematical disposition abilities, and between solving mathematical problem and mathematical disposition abilities.
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