Comparison of mathematical thinking through problem based learning at university of jember

Abstract

In the understanding concepts and the thinking mathematically in studying statistics is necessary managed the learning process that easily understood by students. One model that can be applied is the Problem-based Learning (PBL) learning model. This research compared PBL and conventional learning models to students’ mathematical thinking skills. The subject of research is the student in the third semester of Economics Education Study Program at the University of Jember Academic Year 2018/2019. The design used in this study is matching pretest-posttest control group design. The design of this study was used because the study involved two classes. The experimental class is the class that has the application of the PBL Model, and the control class is the class taught using the Conventional Learning Model. The test is done twice, namely before the learning process (pretest) and after the learning process (posttest). The results obtained from this study are hypothesis testing from the t-test resulting in t-count value of 5.475 and t-table of 2.378 thus the t-test > t-table or 5.475> 2.337. It can be concluded that there is a difference between the application of PBL and conventional learning to students’ mathematical thinking skills. A difference is seen from the mean of the two learning models, namely the overall mean of the PBL model is 84.28 and the mean of the conventional model is 72.78. So it can be concluded that the PBL model is better than the conventional model.