<![CDATA[ABSTRAKTujuan penelitian ini adalah mengkaji pengaruh pendekatan Problem Based-Learning (PBL) terhadap kemampuan komunikasi matematis siswa. Metode penelitian yang digunakan adalah penelitian kuasi eksperimen dengan Posttest-Only Design. Subjek penelitian adalah 36 siswa Kelas VII di salah satu Sekolah Menengah Pertama (SMP) di Ternate. Siswa dikelompokkan berdasarkan kelas kontrol (pembelajaran konvensional) dan kelas eksperimen (pembelajaran berbasis masalah/PBL). Instrumen penelitian yang digunakan adalah tes kemampuan awal matematis dan komunikasi matematis. Teknik analisis data yang digunakan adalah uji Two Way Anova. Hasil penelitian menunjukkan bahwa pema-haman siswa tentang konsep segitiga masih belum mendalam. Analisis data secara statistik menunjukkan bahwa pembelajaran PBL tidak berpengaruh terhadap kemampuan komunikasi matematis siswa (p = 0,370) dan kemampuan komunikasi matematis siswa juga tidak dipengaruhi oleh kemampuan awal matematis (p = 0,732).ABSTRACTThe purpose of this study was to assess the effect of Problem-Based Learning (PBL) approach on students' mathematical communication ability. The method used was quasi-experimental research with Posttest-Only Design. The subjects were 36 seventh grade students in one of Junior High Schools in Ternate. Students were grouped as control class (conventional learning) and experimental class (Problem Based-Learning / PBL). Research instruments were initial mathematical ability and mathematical communication test. The data was analyzed using Two Way ANOVA. Results showed that students' understanding of triangle concept was still not deep. Statistical analysis of the collected data showed that PBL effect on students' mathematical communication ability was insignificant (p = 0.370). Result also indicated that initial mathematical ability also has an insignificant effect on mathematical communication ability (p = 0.732).]]>
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