The Influence of Batak Culture Problem Based Learning Models to Junior High School Students' Computational Thinking Ability
DOI:
https://doi.org/10.15575/ja.v9i2.29523Keywords:
Problem-Based Learning Model, Batak Culture, Computational Thinking AbilityAbstract
Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan berpikir komputasi siswa dengan model pembelajaran berdasarkan masalah-berbasis budaya Batak (PBM-B3) dengan konvensional). Penelitian ini merupakan penelitian eksperimen semu. Model yang digunakan dalam penelitian ini adalah model Pembelajaran Berdasarkan Masalah-Berbasis Budaya Batak dengan subjek penelitian 46 orang siswa kelas VIII di SMP Advent 2 Medan. Objek dalam penelitian ini adalah kemampuan berpikir komputasi siswa pada materi sistem persamaan linear dua variabel (SPLDV). Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir komputasi antara siswa yang diberi pembelajaran berdasarkan masalah berbasis budaya batak dengan siswa yang diberi pembelajaran langsung. Secara deskriptif diperoleh rata-rata postes eksperimen 1 adalah 86,96, sedangkan eksperimen 2 adalah 78,04. Berdasarkan indeks gain ternormalisasi, diperoleh bahwa pada uji coba II terjadi peningkatan kemampuan berpikir komputasi siswa sebesar 0,25.
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This research aims to determine whether there are differences in students' computational thinking with conventional problem-based learning models based on Batak culture (PBM-B3). This research is a quasi-experimental research. The model used in this research is a problem-based learning model based on Batak culture with research subjects of 46 class VIII students at SMP Advent 2 Medan. The object of this study is students' computational thinking skills in the matter of a system of two-variable linear equations (SPLDV). The results of the research show that there are differences in computational thinking abilities between students who were given learning based on problems based on Batak culture and students who were given direct learning. Descriptively, the average post-test for experiment 1 was 86.96, while experiment 2 was 78.04. Based on the normalized gain index, it was found that in trial II there was an increase in students' computational thinking abilities of 0.25 (criterion "medium").
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