摘要：Penelitian ini bertujuan mengetahui ketuntasan kemampuan pemecahan masalah siswa yang menerima pembelajaran PBL dengan pendekatan kontekstual konflik kognitif (PBLKK);menganalisis perbedaan antara kemampuan pemecahan masalah siswa dengan PBLKK,siswa dengan PBL kontekstual (PBLK),dan siswa dengan pembelajaran langsung;menganalisis interaksi antara kemampuan awal matematika dan model pembelajaran terhadap kemampuan pemecahan masalah siswa;menganalis pengaruh aktivitas belajar terhadap kemampuan pemecahan masalah siswa dengan PBLKK;menganalisis pengaruh aktivitas belajar terhadap kemampuan pemecahan masalah siswa dengan PBLK.Populasi penelitian adalah siswa kelas VIII SMP Negeri 1 Mungkid.Sampel diambil secara random sampling.Metode pengumpulan data menggunakan metode dokumentasi,tes,dan observasi.Teknik analisis data menggunakan uji proporsi,uji anava,dan uji pengaruh.Berdasarkan uji proporsi diperoleh siswa dengan PBLKK mencapai ketuntasan.Uji Anava dua jalur menunjukkan tidak ada interaksi antara model pembelajaran dan kemampuan awal terhadap kemampuan pemecahan masalah.Uji Anava satu jalur menunjukkan adanya perbedaan ratarata.Uji pengaruh menunjukkan adanya pengaruh aktivitas belajar terhadap kemampuan pemecahan masalah.
其他摘要：This study aims to determine the thoroughness of student’s mathematical problemsolving ability who received PBL learning with contextual approach and cognitive conflict approach (PBLKK);analyze the difference between students' mathematical problemsolving abilities with PBLKK,students with PBL contextual (PBLK),and students with direct instruction model;analyze the interaction between prior knowledge of mathematics and learning model for students' problemsolving abilities;determine the effect of learning activities for students' mathematical problemsolving abilities with PBLKK;determine the effect of learning activities for students' mathematical problemsolving abilities with PBLK.The population of this research was students of grade VIII of SMPN 1 Mungkid.Samples were taken by random sampling.Methods of data collection using the methods of documentation,testing,and observation.Data were analyzed using the proportion test,ANOVA test,and effect’s test.Based on the obtained proportions of students test the experimental group had reached the throughness of learning.One Way ANOVA test indicates the average difference.The effect’s test showing the influence of the learning activity on problemsolving ability.Two way ANOVA test showed that no interaction between learning model and prior ability on students’s mathematical problemsolving ability.
