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Model Pembelajaran Problem Solving (Penjelasan Lengkap)

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Pengertian model pembelajaran problem solving.

Model pembelajaran problem solving adalah model yang mengutamakan pemecahan masalah dalam kegiatan belajar untuk memperkuat daya nalar yang digunakan oleh peserta didik agar mendapatkan pemahaman yang lebih mendasar dari materi yang disampaikan. Seperti yang diungkapkan Pepkin (dalam Shoimin, 2017, hlm. 135) bahwa metode problem solving adalah suatu model pembelajaran yang melakukan pemusatan pada pengajaran dan keterampilan pemecahan masalah yang diikuti dengan penguatan keterampilan.

Problem solving dalam pembelajaran memegang peranan yang sangat penting. Mengapa? Karena dengan mengetahui cara menyelesaikan masalahnya, pembelajaran akan merekat jauh lebih dalam dan tidak mudah untuk dilupakan. Dampaknya hampir sama dengan pembelajaran kontekstual, karena pada akhirnya masalah adalah hal sehari-hari yang akan ditemui oleh siswa. Pemecahan masalah merupakan keterampilan penting yang dibutuhkan pada abad-21 .

Sementara itu Purwanto (dalam Chotimah & Fathurrohman, 2018, hlm. 280-281) berpendapat bahwa model problem solving adalah suatu proses dengan menggunakan strategi, cara, atau teknik tertentu untuk menghadapi situasi baru, agar keadaan tersebut dapat dilalui sesuai keinginan yang ditetapkan.

Model ini sering disebut sebagai metode pula karena boleh dibilang merupakan salah satu penerapan problem based learning (PBL) yang sudah memiliki langkah-langkah konkret. Namun di balik itu, metode ini juga cukup dinamis untuk dimodifikasi dan disesuaikan dengan keadaan siswa atau sekolah. Oleh karena sifatnya yang dinamis, terdapat berbagai turunan dari model ini, misalnya model pembelajaran creative problem solving             .

Menurut Murray, Hanlie, et al. (dalam Huda, 2015, hlm. 273) model pembelajaran problem solving merupakan salah satu dasar teoretis dari berbagai strategi pembelajaran yang menjadikan masalah (problem) sebagai isu utamanya. Artinya akan terdapat beberapa tipe atau setting yang dapat dinaunginya.

Model problem solving adalah sebuah metode pembelajaran yang mengharuskan siswa berperan aktif dan mampu berpikir. Karena dalam problem solving siswa diharuskan mampu menganalisis materi mulai dengan mencari data sampai dengan menarik kesimpulan. Dapat disimpulkan bahwa model pembelajaran problem solving adalah model yang memusatkan pembelajaran pada pemecahan masalah sehingga siswa dapat memperkuat daya nalar dengan menyusun cara, strategi, atau teknik baru untuk menyelesaikan suatu permasalahan.

Lalu seperti apa prosedur, sintaks, atau langkah-langkah dari model ini? Berikut adalah penjelasannya.

Sintaks Pembelajaran Problem Solving

Terdapat sintaks atau acuan dasar dari seluruh fase yang harus dilakukan dalam menyelenggarakan model pembelajaran problem solving. Menurut Chotimah & Fathurrohman (2018, hlm. 287-288) sintaks model pembelajaran problem solving terdiri dari 6 tahap sebagai berikut.

• Merumuskan masalah Kemampuan ini diperlukan untuk mengetahui dan merumuskan masalah secara jelas.
• Menelaah masalah Untuk menggunakan model problem solving, menelaah masalah diperlukan agar peserta didik dapat menggunakan pengetahuan untuk memerinci dan menganalisis masalah dari berbagai sudut.
• Merumuskan hipotesis Kemampuan yang diperlukan lainnya adalah berimajinasi dan menghayati ruang lingkup, sebab-akibat, dan alternatif penyelesaian.
• Mengumpulkan dan mengelompokkan data (sebagai bahan pembuktian hipotesis) Tahap ini berfungsi untuk memancing kecakapan mencari dan menyusun data serta menyajikan data dalam bentuk diagram, gambar, atau tabel.
• Pembuktian hipotesis Kecakapan menelaah dan membahas data, kecakapan menghubung-hubungkan dan menghitung, serta keterampilan mengambil keputusan dan kesimpulan.
• Menentukan pilihan penyelesaian Tahap ini akan membuat peserta didik mampu untuk membuat alternatif penyelesaian serta kecakapan menilai pilihan dengan memperhitungkan akibat yang akan terjadi pada setiap pilihan.

Langkah Langkah Model Pembelajaran Problem Solving

Terdapat langkah-langkah konkret yang dapat digunakan untuk menyelenggarakan model pembelajaran problem solving. Langkah-langkah pembelajaran menggunakan model pembelajaran problem solving menurut Sani (2019, hlm. 243) adalah sebagai berikut.

• Pendidik menjelaskan tujuan pembelajaran.
• Guru memberikan permasalahan yang perlu dicari solusinya.
• Pendidik (guru) menjelaskan prosedur pemecahan masalah yang benar.
• Peserta didik mencari literatur yang mendukung untuk menyelesaikan permasalahan yang diberikan guru.
• Siswa atau peserta didik menetapkan beberapa solusi yang dapat diambil untuk menyelesaikan permasalahan.
• Peserta didik melaporkan tugas yang diberikan guru.

Tujuan Model Problem Solving

Dalam metode pembelajaran problem solving, pembelajaran tidak hanya difokuskan dalam upaya mendapatkan pengetahuan sebanyak-banyaknya. Justru bagaimana menggunakan segenap pengetahuan yang didapat tersebut adalah fokusnya. Dengan kata lain, model pembelajaran ini mengutamakan peningkatan keterampilan untuk menggunakan pengetahuan sebagiamana nantinya akan digunakan pada dunia nyata atau kehidupan sehari-hari.

Siswa yang dapat mengerjakan atau dapat memecahkan masalah yang diberikan oleh guru dapat dikatakan telah telah menguasai pelajaran dengan baik. Bersinggungan dengan hal tersebut, menurut Chotimah & Fathurrohman (2018, hlm. 282) tujuan dari pembelajaran problem solving adalah sebagai berikut.

• Peserta didik menjadi terampil menyeleksi informasi yang relevan kemudian menganalisisnya dan akhirnya meneliti kembali hasilnya.
• Kepuasan intelektual akan timbul dari dalam sebagai hasil intrinsik bagi peserta didik.
• Potensi intelektual peserta didik meningkat.
• Peserta didik belajar bagaimana melakukan penemuan dengan melalui proses melakukan penemuan.

Kelebihan dan Kekurangan Pembelajaran Problem Solving

Setiap model pembelajaran pasti mempunyai kelebihan masing-masing. Salah satunya yakni model pembelajaran problem solving yang tentunya mempunyai kelebihan dan kekurangan pula. Di bawah ini akan dipaparkan beberapa kelebihan dan kekurangan dari model ini.

Secara umum salah satu kelebihan dari model pembelajaran problem solving adalah meningkatnya daya kritis siswa dalam pembelajaran. Selain itu, menurut Shoimin (2017, hlm. 137-138) kelebihan dari model pembelajaran problem solving adalah sebagai berikut.

• Membuat peserta didik lebih menghayati pembelajaran berdasarkan kehidupan sehari-hari.
• Melatih dan membiasakan para peserta didik untuk menghadapi dan memecahkan masalah secara terampil.
• Dapat mengembangkan kemampuan berpikir peserta didik secara kreatif.
• Peserta didik sudah mulai dilatih untuk memecahkan masalahnya dari semenjak sekolah (sebelum memasuki kehidupan nyata).
• Melatih siswa untuk mendesain suatu penemuan.
• Membuat peserta didik berpikir dan bertindak kreatif.
• Memecahkan masalah yang dihadapi secara realistis.
• Mengidentifikasi dan melakukan penyelidikan.
• Menafsirkan dan mengevaluasi hasil pengamatan.
• Merangsang perkembangan kemajuan berpikir siswa untuk menyelesaikan masalah yang dihadapi dengan cara yang tepat.
• Dapat membuat pendidikan sekolah lebih relevan dengan kehidupan, khususnya dunia kerja.

Sementara itu, menurut Sanjaya (2016, hlm. 220) keunggulan dari metode problem solving adalah sebagai berikut.

• Merupakan teknik pembelajaran yang cukup bagus agar siswa lebih memahami isi pelajaran.
• Menantang kemampuan siswa serta memberikan kepuasan untuk menemukan pengetahuan baru bagi siswa.
• Dapat meningkatkan aktivitas pembelajaran siswa.
• Membantu siswa bagaimana mentransfer pengetahuan mereka untuk memahami masalah dalam kehidupan nyata.
• Dianggap lebih menyenangkan dan disukai siswa.

Menurut Sanjaya (2016, hlm. 220) kelemahan dari metode problem solving adalah sebagai berikut ini.

• Manakala siswa tidak memiliki minat atau tidak mempunyai kepercayaan bahwa masalah yang dipelajari sulit untuk dipecahkan, maka mereka akan merasa enggan untuk mencoba.
• Keberhasilan strategi pembelajaran melalui PBL membutuhkan cukup waktu untuk persiapan.
• Tanpa pemahaman mengapa mereka berusaha untuk memecahkan masalah yang sedang dipelajari, maka mereka tidak akan belajar apa yang mereka ingin dipelajari.
• Chotimah, C., & Fathurrohman, M. (2018). Paradigma Baru Sistem Pembelajaran dari Teori, Metode, Model, Media, Hingga Evaluasi Pembelajaran. Yogyakarta: Ar-Ruzz Media.
• Huda, Miftahul. (2015). Model-model Pengajaran dan Pembelajaran: Isu-Isu Metodis dan Paradigmatis. Yogyakarta: Pustaka Pelajar.
• Sani, R.A. (2019). Inovasi Pembelajaran. Jakarta: Bumi Aksara.
• Sanjaya, Wina (2016). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan ( Cetakan ke 12). Jakarta: Kencana Prenada Media.
• Shoimin, A. (2017). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Ar-Ruzz Media.

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Problem Solving: A Learning Model to Foster Argumentation and Critical Thinking Ability for Students with Different Academic Abilities

Research articles, how to cite.

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Author Biographies

One of the efforts to improve students' argumentation and critical thinking skills in 21st century learning is to apply problem solving learning models by paying attention to students' academic abilities. The type of research used is quasi-experimental with a 2x2 factorial design. The study population was students of class VIII SMPN 18 Padang, while the research sample was students of class VIII.8 and class VIII.7 by taking samples based on certain criteria. The instrument is a data collection technique with a written test. Data analysis was performed by testing the two-way ANOVA hypothesis using SPSS. The results showed that: (1) the problem-solving learning model affected students' argumentative skills and critical thinking. (2) the problem-solving learning model affects the argumentative and critical thinking abilities of students with high and low academic abilities. (3) there is no interaction between the problem-solving learning model and the academic ability of students 'argumentation skills (4) there is an interaction between the problem-solving learning model and the academic ability of students' critical thinking skills. To sum up, problem solving learning model is able to realize students who have critical thinking skills and arguments that can compete in the era of globalization needed in this 21st century education

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Heffi Alberida, Universitas Negeri Padang

Mutia sari, universitas negeri padang, abdul razak, universitas negeri padang, syamsuriza syamsuriza, universitas negeri padang, yosi laila rahmi, universitas negeri paadang.

Copyright (c) 2022 Heffi Alberida, Mutia Sari, Abdul Razak, Syamsuriza Syamsuriza, Yosi Laila Rahmi

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Model Pembelajaran Problem Solving dan Sintaknya: Memecahkan Masalah dengan Gaya yang Santai

• 1 Masalah, Masalah, Masalah…
• 2 Belajar Problem Solving, Solusi untuk Masalah
• 3 Tahapan Problem Solving
• 4.1.1 Cara Menerapkan Model Pembelajaran Problem Solving
• 4.1.2 Tips dalam Menerapkan Model Pembelajaran Problem Solving
• 4.1.3 Kelebihan Model Pembelajaran Problem Solving
• 4.1.4 Kekurangan Model Pembelajaran Problem Solving
• 4.2.1 1. Apa perbedaan antara model pembelajaran problem solving dan pembelajaran konvensional?
• 4.2.2 2. Bagaimana cara menilai kemampuan problem solving peserta didik?
• 4.2.3 3. Apakah model pembelajaran problem solving hanya cocok untuk mata pelajaran tertentu?
• 4.2.4 4. Bagaimana cara mengatasi kendala dalam menerapkan model pembelajaran problem solving?
• 4.2.5 5. Apakah model pembelajaran problem solving hanya cocok untuk tingkat pendidikan tertentu?
• 4.3.1 Share this:
• 4.3.2 Related posts:

Masalah, Masalah, Masalah…

Belajar problem solving, solusi untuk masalah.

Namun, jangan khawatir! Ada sebuah model pembelajaran yang bisa membantu kita mengatasi semua masalah tersebut. Siapa lagi kalau bukan Model Pembelajaran Problem Solving! Melalui pendekatan ini, kamu akan belajar bagaimana cara memecahkan masalah dengan cara yang lebih santai.

Tahapan Problem Solving

Apa itu model pembelajaran problem solving, cara menerapkan model pembelajaran problem solving.

• Identifikasi masalah yang akan diselesaikan. Peserta didik harus memahami masalah yang ada dengan jelas.
• Analisis masalah. Peserta didik perlu mengidentifikasi faktor-faktor yang mempengaruhi dan mencari informasi terkait masalah tersebut.
• Pengembangan strategi pemecahan masalah. Pilih strategi yang paling tepat untuk mengatasi masalah berdasarkan analisis yang telah dilakukan.
• Penerapan strategi. Peserta didik perlu menerapkan strategi yang telah dipilih dengan mengikuti langkah-langkah yang telah direncanakan.
• Evaluasi hasil. Setelah penerapan strategi, peserta didik perlu mengevaluasi hasil yang telah dicapai dan memperbaiki jika diperlukan.

Tips dalam Menerapkan Model Pembelajaran Problem Solving

• Berikan kesempatan kepada peserta didik untuk berpikir secara kreatif dan mendengarkan pendapat dari berbagai sudut pandang.
• Berikan tantangan dalam perumusan masalah, sehingga peserta didik dapat berlatih dalam mengidentifikasi masalah dengan baik.
• Pentingkan kemampuan berkomunikasi dan kerjasama antarpeserta didik dalam mencari solusi terhadap masalah.
• Berikan umpan balik yang konstruktif terhadap usaha yang telah dilakukan oleh peserta didik.
• Berikan kesempatan untuk mencoba dan bereksperimen dengan berbagai strategi pemecahan masalah yang berbeda.

Kelebihan Model Pembelajaran Problem Solving

• Mendorong peserta didik untuk berpikir kritis dan kreatif dalam mencari solusi terhadap masalah.
• Mengembangkan kemampuan berpikir sistematis dan logis.
• Menghubungkan pengetahuan yang telah dipelajari dengan situasi dunia nyata.
• Meningkatkan motivasi dan minat belajar peserta didik karena mereka merasa terlibat secara aktif dalam proses pembelajaran.
• Memperkuat keterampilan sosial, seperti kerjasama, komunikasi, dan negosiasi.

Kekurangan Model Pembelajaran Problem Solving

• Membutuhkan waktu yang lebih lama untuk menyelesaikan suatu masalah karena melibatkan banyak tahapan.
• Memerlukan pengetahuan dan keterampilan awal yang memadai agar peserta didik dapat berpartisipasi secara efektif dalam proses pemecahan masalah.
• Tidak semua masalah dalam kehidupan nyata dapat diadaptasi ke dalam pembelajaran problem solving.
• Harus ada pengawasan dan bimbingan yang baik dari pendidik agar peserta didik tetap terarah dan tidak tersesat dalam proses pemecahan masalah.
• Tidak cocok untuk semua jenis pembelajaran dan kurikulum, terutama yang mengutamakan transfer informasi dan reproduksi pengetahuan.

Frequently Asked Questions

1. apa perbedaan antara model pembelajaran problem solving dan pembelajaran konvensional, 2. bagaimana cara menilai kemampuan problem solving peserta didik, 3. apakah model pembelajaran problem solving hanya cocok untuk mata pelajaran tertentu, 4. bagaimana cara mengatasi kendala dalam menerapkan model pembelajaran problem solving, 5. apakah model pembelajaran problem solving hanya cocok untuk tingkat pendidikan tertentu, share this:, related posts:.

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A. Suradika Professor, Master of Educational Technology, Universitas Muhammadiyah Jakarta, Indonesia Indonesia

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Project-Based Learning and Problem-Based Learning Models in Critical and Creative Students

This research is experimental research with a 2 x 2 factorial design involving students in the critical and creative categories. Data collection used a description test instrument. Data were analyzed inferentially by hypothesis testing ANACOVA comparison. Problem-Based Learning (PBL) directs students to learn, directs individual and group investigations, generates and performs work, and assesses the problem-solving process. While the syntaxes for Project-Based Learning (PjBL) are starting learning with essential questions, designing a plan for the project, creating the schedule, monitoring students and project progress, assessing the outcome, and evaluating. This study concludes that there is no difference in chemistry learning outcomes between students who are taught using PBL and PjBL, and students who are critical and creative. For syntax, there are similarities in the activities of critical and creative students, at the PjBL stage, in designing a project and evaluating a product, and at the PBL stage, in guiding individual investigations and developing and presenting results.

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Angriani, A. D., Bernard, B., Nur, R., & Nurjawahirah, N. (2016). Meningkatkan Kemampuan Pemecahan Masalah Melalui Pembelajaran Kooperatif Think-Talk-Write Pada Peserta Didik Kelas Viii1 Mtsn Model Makassar. MaPan: Jurnal Matematika Dan Pembelajaran, 4(1), 11-28.

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Project-Based Learning in Fostering Creative Thinking and Mathematical Problem-Solving Skills: Evidence from Primary Education in Indonesia

The interdependence between the Project-Based Learning (PjBL) Model and the growth and enhancement of Creative Thinking and Mathematical Problem Solving Skills in Elementary Schools is unquestionable nowadays. Prior studies have yet to discover concrete evidence regarding the interdependence being discussed. This study highlighted cognitive abilities related to creative thinking and mathematics problem-solving by implementing the Project-Based Learning Model. This research was a quasi-experiment with a pretest-posttest control group design involving 43 students in the sixth grade of two elementary schools; data was collected through test and classroom observation, and then the data was analyzed using Multivariate Analysis of Variance (MANOVA). Conversely, students exposed to project-based learning models exhibit higher skill levels in creative thinking and problem-solving than those instructed using conventional learning models. The project-based learning model significantly impacted elementary school children’s creative thinking and mathematics problem-solving skills. These findings suggest that the Project-Based Learning Model is acceptable for instructors seeking to foster creativity in teaching mathematics at the primary school level in Indonesia or other countries with comparable settings.

https://doi.org/10.26803/ijlter.23.8.15

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PENGEMBANGAN MODEL PEDAGOGI DIGITAL DALAM PEMBELAJARAN MATEMATIKA TERINTEGRASI COMPUTATIONAL THINKING UNTUK MENINGKATKAN KEMAMPUAN PROBLEM SOLVING SISWA SEKOLAH MENENGAH PERTAMA

Vita Nova Anwar, - (2024) PENGEMBANGAN MODEL PEDAGOGI DIGITAL DALAM PEMBELAJARAN MATEMATIKA TERINTEGRASI COMPUTATIONAL THINKING UNTUK MENINGKATKAN KEMAMPUAN PROBLEM SOLVING SISWA SEKOLAH MENENGAH PERTAMA. S3 thesis, Universitas Pendidikan Indonesia.

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ABSTRAK Vita Nova Anwar (2024). Pengembangan Model Pedagogi Digital dalam Pembelajaran Matematika Terintegrasi Computational Thinking untuk Meningkatkan Kemampuan Problem Solving Siswa SMP Penggunaan teknologi yang melibatkan keterampilan computational thinking merupakan kualifikasi yang diperlukan pada abad 21 ini. Computational thinking erat kaitannya dengan pembelajaran matematika. Dalam memecahkan masalah matematika yang kompleks penting untuk mengikuti langkah-langkah penyelesaian masalah sesuai tahapan computational thinking. Sehingga diperlukan model pembelajaran yang sesuai untuk mendukung hal tersebut. Penelitian ini bertujuan untuk mengembangkan model pedagogi digital dalam pembelajaran matematika terintegrasi computational thinking untuk meningkatkan kemampuan problem solving siswa SMP. Penelitian ini adalah penelitian pengembangan yang mengikuti model Plomp meliputi preliminary research, prototyping phase, dan assesment phase yang diuraikan secara deskriptif. Penelitian dilaksanakan pada dua sekolah SMP di kota Padang yang melibatkan 56 orang siswa kelas VIII. Aktivitas computational thinking yang dikembangkan dalam pembelajaran matematika terdiri dari aktivitas langsung dan aktivitas digital yang berbantukan teknologi. Instrumen penelitian adalah lembar validasi, lembar penilaian kepraktisan oleh guru, dan soal tes kemampuan problem solving. Hasil uji validitas menunjukkan bahwa dari segi konten, bahasa, penyajian dan kegrafikan sudah memenuhi kriteria valid dan sangat valid. Hasil uji praktikalitas memenuhi kriteria sangat praktis. Hasil uji efektivitas menunjukkan bahwa terdapat peningkatan kemampuan problem solving siswa. ABSTRACT Vita Nova Anwar (2024). Development of a Digital Pedagogical Model on Integration of Computational Thinking in Mathematics Learning to Improve Students' Problem Solving Abilities The use of technology involving computational thinking skills is a required qualification today. Computational thinking is closely related to mathematics learning. In solving complex mathematical problems, it is important to follow the problem solving steps according to the stages of computational thinking. So an appropriate learning model is needed to support this. This research aims to develop a digital pedagogy model in mathematics learning integrated with computational thinking to improve problem solving abilities of junior high school students. This research is development research that follows the Plomp model including preliminary research, prototyping phase, and assessment phase which are described descriptively. The research was carried out at two schools in Padang, involving 56 students in grade VIII. The research instruments were a validation sheet, a practicality assessment sheet by the teacher, and problem solving ability test questions. The results of the validity test show that in terms of content, language, presentation and graphics it meets the valid and very valid criteria. The results of the practicality test carried out are very practical criteria. The results of the effectiveness test show that there is an increase in students' problem solving abilities.

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