Eksperimentasi Model Pembelajaran Resource Based Learning (Rbl)dan Problem Based Learning (Pbl)ditinjau dari Kemampuan Komunikasi Matematik Peserta Didik Kelas XI SMA Sekabupaten Kudus Tahun 2013/2014

摘要

The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the students mathematical communication skills. The learning models compared were RBL, PBL and Direct learning model. Data analysis techniques used to test the hypothesis was two-way analysis of variance with unbalanced cells. The conclusions of the research were as follows. 1) RBL and PBL learning models have produced the same mathematics achievement, but RBL and PBL learning models have produced the mathematics learning achievement better than Direct Learning. 2) learners who have high and medium mathematical communication skills have had the same mathematics achievement, and learners with medium and low mathematical communication skills also have the same mathematics achievement. But, learners with high mathematical communication skills have had a better mathematical achievement than learners with low mathematical communication skills. 3) learners with high mathematical communication skills who are learning by using RBL, PBL, and Direct learning model have had the same mathematics achievement. Learners with medium mathematical communication skills who are learning by using RBL, PBL, and Direct learning model also have had the same mathematics achievement. Learners with low mathematical communication skills who are learning by using RBL and PBL have had the same mathematics achievement, and who are learning by using PBL and Direct learning model also have had the same mathematics achievement, but learners with low mathematical communication skills who are learning by using RBL have had a better mathematical achievement than who are learning by using Direct learning model. 4) In the RBL learning model, learners who have high, medium and low mathematical communication skills have had the same mathematics achievement. In the PBL learning model, learners who have high, medium and low mathematical communication skills also have had the same mathematics achievement. In the Direct learning model, learners who have high and medium mathematical communication skills have had the same mathematics achievement, and in the Direct learning model, learners who have medium and low mathematical communication skills also have had the same mathematics achievement, but in the Direct learning model, learners who have high mathematical communication skills have had a better mathematical achievement than learners with low mathematical communication skills.