EFEKTIVITAS MODEL PEMBELAJARAN CHALLENGE BASED LEARNING (CBL) UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA KELAS VII SMP PADA MATERI STATISTIKA

ABSTRACT
Rheizna Niluh Chareyline. The Effectiveness of the Challenge Based Learning (CBL) Model in Improving the Mathematical Conceptual Understanding of Seventh-Grade Junior High School Students on Statistics. Undergraduate Thesis. Mathematics Education Study Program, Universitas Muhammadiyah Ponorogo. First Supervisor: Dwi Avita Nurhidayah, S.Pd., M.Pd. Second Supervisor: Uki Suhendar, S.Pd., M.Pd.
This study aimed to determine: (1) the effectiveness of the Challenge Based Learning (CBL) model in improving the conceptual understanding of seventh-grade junior high school students on statistics; and (2) the effectiveness of the improvement in students' conceptual understanding after the implementation of the Challenge Based Learning (CBL) model based on the N-Gain score.
This study employed a quantitative approach with a pre-experimental research design using the One Group Pretest-Posttest Design. The research was conducted at MTsN 08 Magetan with a population of 105 students and a sample of 20 students. Data were collected using essay tests in the form of pre-tests and post-tests. The data analysis techniques included descriptive statistical analysis, prerequisite testing (normality test), hypothesis testing using the Paired Samples t-Test, and N-Gain Score analysis with the assistance of IBM SPSS Statistics 27 software.
The results showed that the Challenge Based Learning (CBL) model was effective in improving students' mathematical conceptual understanding of statistics. This was evidenced by the results of the Paired Samples t-Test, which yielded a significance value (2-tailed) of 0.001 (< 0.05), indicating that the Challenge Based Learning (CBL) model was effective in improving students' mathematical conceptual understanding. Furthermore, the Normalized Gain (N-Gain) analysis resulted in a mean score of 0.5799, which was categorized as moderately effective. Thus, the Challenge Based Learning (CBL) model was moderately effective in improving the mathematical conceptual understanding of seventh-grade students on statistics.
Keywords: Challenge Based Learning (CBL), Effectiveness, Conceptual Understanding