Penerapan Deep learning Berbantuan Wizer.me untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik

Rizka Rimadiani Gumilar, Wati Susilawati, T. Tutut Widiastuti

Sari


Kemampuan pemecahan masalah memfasilitasi potensial terhadap peningkatan kualitas pendidikan matematika, relevan dengan pembelajaran abad ke-21, Namun, di lapangan kemampuan tersebut, masih tergolong rendah, sehingga diperlukan inovasi pembelajaran yang tepat untuk meningkatkannya. Penelitian bertujuan untuk menganalisis kemampuan pemecahan masalah matematika berdasarkan gender (laki-laki dan perempuan) melalui desain pendekatan deep learning dengan bantuanWizer.me. Metode penelitian yang digunakan adalah quasi experiment dengan sampel peserta didik kelas VII di salah satu SMPN kota Bandung. Kelas yang terpilih sebagai sampel yaitu VII-08 (kelas eksperimen 1 pembelajaran deep learning dengan Wizer.me), VII-09 (kelas eksperimen 2 pembelajaran deep learning saja), dan VII-11 (kelas kontrol pembelajaran konvensional). Instrumen yang digunakan meliputi tes kemampuan pemecahan masalah matematis dan instrumen non-tes wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa nilai N-Gain pada kelas Eksperimen 1 sebesar 0,76 (tinggi), Eksperimen 2 sebesar 0,73 (tinggi), dan kelas Kontrol sebesar 0,36 (sedang). Uji ANOVA dua jalur menunjukkan perbedaan signifikan antar kelas, namun tidak ada perbedaan signifikan berdasarkan gender. Meski demikian, terdapat interaksi signifikan antara kelas dan gender, yang menunjukkan bahwa efektivitas model pembelajaran dipengaruhi oleh jenis kelamin peserta didik. Secara spesifik, peningkatan tertinggi terjadi pada peserta didik perempuan di kelas Eksperimen 2. Temuan ini menegaskan pentingnya mempertimbangkan faktor gender dalam perancangan strategi pembelajaran berbasis teknologi. Dengan demikian, penerapan deep learning berbantuan Wizer.me mencerminkan pemanfaatan strategi pedagogis modern yang sejalan dengan tuntutan era digital efektif meningkatkan kemampuan pemecahan masalah matematis peseta didik.

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DOI: http://dx.doi.org/10.25157/teorema.v10i2.20218

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