<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan: keefektifan pembelajaran matematika dengan Pendekatan problem posing dan problem solving ditinjau dari prestasi dan curiosity siswa terhadap matematika, dan membandingkan keefektifan pembelajaran matematika dengan Pendekatan problem posing dan problem solving ditinjau dari prestasi dan curiosity siswa terhadap matematika. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Populasi penelitian mencakup seluruh siswa kelas VIII MTS NW Gunung Rajak yang berjumlah 90 siswa dan terbagi dalam tiga kelas, sedangkan sampel penelitian terdiri atas dua kelas yang ditentukan secara acak. Instrumen penelitian yang digunakan adalah instrumen tes prestasi yang terdiri atas soal pretest dan posttest serta angket curiosity. Hasil penelitian menunjukkan bahwa: pendekatan problem posing dan problem solving tidak efektif ditinjau dari prestasi dan curiosity siswa terhadap matematika, pendekatan problem solving tidak lebih efektif secara signifikan daripada pendekatan problem posing ditinjau dari prestasi belajar siswa, dan pendekatan problem posing tidak lebih efektif secara signifikan daripada pendekatan problem solving ditinjau dari curiosity siswa.Kata Kunci: pendekatan problem posing, pendekatan problem solving, prestasi dan curiosity siswa terhadap matematika. Effectiveness of Mathematics Instruction through the Problem Posing Approach and Problem Solving Approach in Terms of the Achievement and Curiosity AbstractThis study aims to describe: the effectiveness of mathematics instruction through the Problem posing approach and problem solving approach in terms of achievement and curiosity, and to compare the effectiveness of mathematics instruction through the problem posing approach and through problem solving approach in terms of achievement and curiosity. This research was a quasi-experimental study using two experimental groups. The population of this research was all grade VIII students of MTs NW Gunung Rajak, totaling 90 students in three classes, from which two classes were randomly selected as the research sample. The instruments used in the research were an achievement test which consisted of a pretest and posttest and a curiosity. The results of the research show that: the problem posing approach and the problem solving approach are not effective in terms of students’ achievement and curiosity, the problem solving approach is not more effective than the problem posing approach in terms of students’ achievement, and the problem posing approach is not more effective than the problem solving approach in terms of students’ curiosity.Keywords: problem posing approach, problem solving approach, students’ achievement and curiosity]]>
