Published date:Jul 03 2019

Journal Title: KnE Social Sciences

Issue title: UNNES International Conference on Research Innovation and Commercialization 2018

Pages:595–604

DOI: 10.18502/kss.v3i18.4750

Firlita Nurul Kharismananik_es@mail.unnes.ac.idUniversitas Negeri Semarang, Indonesia

Sri Mulyani Endang SusilowatiUniversitas Negeri Semarang, Indonesia

Saiful Ridlo Universitas Negeri Semarang, Indonesia

21st-century learning demands and the 2013 curriculum, master problem-solving skills. Learning model that will be tested PBL, PjBL, and DL with a scientific approach. This study aims, to find out among the three learning models above, which learning model is the most effective for developing problem-solving skills. The research method used was quasi-experimental with the design of posttest-only control groups. The study population consisted of students seven classes of SMP 6 Petarukan the number is seven classes. Sample selection techniques using cluster random sampling obtained three classes for the experimental group and one for control. Data on problem-solving abilitiesaretakenusingmultiplechoicetestswithatotalof20item.Theresultsshowed: (1)therewerenosignificantdifferencesaboutstudents’abilityinproblem-solvingtaught byPBL,PjBL,andDLlearningmodels,butdifferedsignificantlyfromthecontrolgroup; (2) the effectiveness of the three learning models based on achievement from high to low is the PBL, PjBL, and DL models.

Keywords: discovery learning, problem-solving ability, problem-based learning, project-based learning

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