Kemampuan konversi representasi matematis: Studi pengaruh Problem-Based Learning pada materi trigonometri

Afiq Dinis Muhammad; Mei Rina Hadi

doi:10.21274/jtm.2026.9.1.97-110

Authors

Afiq Dinis Muhammad Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
Mei Rina Hadi Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

DOI:

https://doi.org/10.21274/jtm.2026.9.1.97-110

Keywords:

Problem Based Learning, representation conversion, trigonometry

Abstract

The low mathematical literacy of Indonesian students in PISA 2022 indicates a weakness in mathematical representation skills. Although cognitive theory highly emphasizes the importance of mathematical representation conversion activities, pedagogical approaches that practically facilitate these skills in the classroom are still minimal, especially in complex material like trigonometry. This study aims to determine the effect and its magnitude of applying the Problem-Based Learning (PBL) model on students' mathematical representation conversion skills in trigonometry. This quantitative quasi-experimental study used a Post-Test Only Control Group Design. Sampling used Cluster Random Sampling, establishing experimental and control classes at MAN Kota Mojokerto. Data were collected through a validated essay test instrument, then analyzed using the Independent Sample T-test and Cohen’s d test. The analysis showed a significance value of 0.013 < 0.05, proving a significant mean difference. The effect size test obtained a Cohen’s d value of 0.6426. In conclusion, applying the PBL model significantly affects students' representation conversion skills within a moderate category. Therefore, educators are recommended to implement contextual PBL to optimize these skills.

Downloads

Download data is not yet available.

References

Anwar, K., & Jurotun, J. (2019). Peningkatan aktivitas dan hasil belajar siswa SMA pada dimensi tiga melalui model pembelajaran PBL berbantuan alat peraga. Kreano, Jurnal Matematika Kreatif-Inovatif, 10(1), 94–104. https://doi.org/10.15294/kreano.v10i1.19366

Arivina, A. N., & Jailani, J. (2020). Development of trigonometry learning kit with a STEM approach to improve problem solving skills and learning achievement. Jurnal Riset Pendidikan Matematika, 7(2), 178–194. https://doi.org/10.21831/jrpm.v7i2.35063

Duval, R. (2017). Understanding the mathematical way of thinking – The registers of semiotic representations. In Understanding the Mathematical Way of Thinking - The Registers of Semiotic Representations. https://doi.org/10.1007/978-3-319-56910-9

Fauzan, H., & Anshari, K. (2024). Studi literatur: Peran pembelajaran matematika dalam pembentukan karakter siswa. Jurnal Riset Rumpun Ilmu Pendidikan, 3(1), 163–175. https://doi.org/10.55606/jurripen.v3i1.2802

Fitri, N., Munzir, S., & Duskri, M. (2017). Meningkatkan kemampuan representasi matematis melalui penerapan model Problem Based Learning. Jurnal Didaktik Matematika, 4(1), 59–67. https://doi.org/10.24815/jdm.v4i1.6902

Fitrianna, A. Y., Dinia, S., Mayasari, M., & Nurhafifah, A. Y. (2018). Mathematical representation ability of senior high school students: An evaluation from students’ mathematical disposition. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 3(1), 46. https://doi.org/10.23917/jramathedu.v3i1.5872

Harahap, M., Ardiana, N., & Harahap, M. S. (2023). Efektivitas pengunaan model Problem Based Learning (PBL) terhadap kemampuan pemecahan masalah matematis di SMP Negeri 9 Padangsidimpuan. Mathematic Education Journal)MathEdu, 6(2), 74. https://doi.org/10.37081/mathedu.v6i2.5056

Lethulur, N. D., Juandi, D., & Dahlan, J. A. (2024). The effectiveness of discovery, inquiry, problem, and project-based learning in mathematics education: A systematic literature review. Jurnal Pendidikan MIPA, 26(1), 268–279. http://dx.doi.org/10.23960/jpmipa/v26i1.pp268-279

Lette, I., & Manoy, J. T. (2019). Representasi siswa SMP dalam memecahkan masalah matematika ditinjau dari kemampuan matematika. MATHEdunesa, 9(3), 574–580. https://doi.org/10.26740/mathedunesa.v8n3.p569-575

Maryati, I., & Suryaningsih, F. (2021). Kemampuan representasi matematis ditinjau dari kemandirian belajar dengan model pembelajaran berbasis masalah dan inkuiri. PRISMA, 10(2), 244. https://doi.org/10.35194/jp.v10i2.1308

Maulani, K., Saragih, S., & Armis, A. (2025). Penerapan Problem Based Learning untuk meningkatkan kemampuan representasi matematis siswa SMA. Sigma: Jurnal Pendidikan Matematika, 17(2), 453–465. https://doi.org/10.26618/sigma.v17i2.18685

Mitrayana, M., & Juandi, D. (2023). Penerapan Problem Based Learning dalam pembelajaran matematika: Systematic literature. EduMatSains : Jurnal Pendidikan, Matematika Dan Sains, 8(1), 90–103. https://doi.org/10.33541/edumatsains.v8i1.4834

Nasution, N. K., Rahman, A. A., & Sianipar, B. (2024). Peningkatan hasil belajar siswa SMA pada dimensi tiga melalui model pembelajaran PBL berbantuan alat peraga. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 4(2), 94–104. https://doi.org/10.51574/kognitif.v4i2.1851

NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.

OECD. (2023). PISA 2022 Results (Volume I and II) - Factsheets: Indonesia. In OECD.

Pohan, L. R., Mukhtar, & Simamora, E. (2025). The effect of problem-based learning model on students’ mathematical representation ability and self-confidence. Daya Matematis: Jurnal Inovasi Pendidikan Matematika, 13(3), 197–205. https://doi.org/https://doi.org/10.26858/jdm.v13i3.78576

Rahmy, A., & Sutiarso, S. (2025). Mathematics learning Problem Based Learning model in improving students’ mathematical representation ability: A meta-analysis. Mathema: Jurnal Pendidikan Matematika, 7(1), 172. https://doi.org/10.33365/jm.v7i1.4808

Safrita, H., Siregar, S. N., & Murni, A. (2024). Improving students’ mathematical representation ability through problem-based learning model. Jurnal Absis: Jurnal Pendidikan Matematika Dan Matematika, 7(2), 207–217. https://doi.org/10.30606/absis.v7i2.2637

Suendarti, M., & Liberna, H. (2021). Analisis pemahaman konsep perbandingan trigonometri pada siswa SMA. JNPM (Jurnal Nasional Pendidikan Matematika), 5, 326. https://doi.org/10.33603/jnpm.v5i2.4917

Suriani, N., Risnita, & Jailani, M. S. (2023). Konsep populasi dan sampel dari penelitian ilmiah pendidikan. Jurnal IHSAN : Jurnal Pendidikan Islam, 1(2), 24–36. https://doi.org/10.61104/ihsan.v1i2.55

Syafri, F. S. (2017). Kemampuan representasi matematis dan kemampuan pembuktian matematika. Jurnal Edumath, 3(1), 49–55. https://doi.org/10.52657/je.v3i1.283

Taamneh, M. A., Díez-Palomar, J., & Mallart-Solaz, A. (2024). Examining tenth-grade students’ errors in applying Polya’s problem-solving approach to Pythagorean theorem. Eurasia Journal of Mathematics, Science and Technology Education, 20(12). https://doi.org/10.29333/ejmste/15707

Widiyawati, Septian, A., & Inayah, S. (2020). Analisis kemampuan koneksi matematis siswa SMK pada materi trigonometri. Jurnal Analisa, 6(1), 28–39. https://doi.org/10.15575/ja.v6i1.8566

Wiriandi, O., Rifat, R., & Suratman, D. (2015). Hubungan antara kemampuan representasi matematis dan disposisi matematis siswa dalam materi perbandingan trigonometri di SMA. Jurnal Pendidikan dan Pembelajaran Untan, 4(5). https://doi.org/10.26418/jppk.v4i5.10015