EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM POSING TERHADAP HASIL BELAJAR SISWA KELAS VII SMP NEGERI 1 PALU

This study examines the effectiveness of the Problem Posing
learning model on mathematics learning outcomes of
seventh-grade students at SMP Negeri 1 Palu using a quasiexperimental method with a nonequivalent control group
design. A sample of 64 students was selected through cluster
random sampling from a population of 352 seventh-grade
students across 11 classes at SMP Negeri 1 Palu, with class
VII F as the experimental class and class VII J as the control
class, each consisting of 32 students. Data were collected via
essay-based pretest and posttest, then analyzed using the
Kolmogorov-Smirnov normality test, Levene's homogeneity
test, independent samples t-test, and N-Gain calculation. The
results showed a significance value of 0.048 < 0.05, with the
experimental group's N-Gain score (0.66) exceeding the
control group (0.57), both in the medium category.
Observational findings further confirmed that students in the
experimental class were more actively engaged in analyzing
mathematical situations, formulating problems, and
collaborating with peers, contributing to their higher
learning outcomes. Therefore, the Problem Posing learning
model is effective in improving students' mathematics
learning outcomes, and can serve as a practical alternative
for mathematics teachers seeking to enhance student
engagement and learning achievement.