Effect of problem based learning with didactical engineering on student mathematical disposition

Abstract

The purpose of this study is to comprehensively describe the effect of problem based learning (PBL) with didactical engineering (DE) on students’ mathematical dispositions. The research method used was quasi-experimental, with the research design of Posttest-Only Design with Nonequivalent Groups. The population in this study were all eight grade students in one of the State Junior High Schools in Subang Regency and the samples involved were 43 students spread in two classes, namely the experimental class and the control class. The instruments used in this study were mathematical disposition scale questionnaires and guidelines for observing teacher and student activities. Data analysis was carried out quantitatively and the statistical test used was the t test, Mann-Whitney test, two-way ANOVA. Based on the results of data analysis it can be concluded that learning factors influence the mathematical disposition of students but based on the PMA category does not affect the mathematical disposition, and there is no interaction between the learning model and the PMA category.