Evaluation of Student Learning Outcomes on Square Materials With Problem-Based Learning Model

Erpin Evendi,Nur Hardiani

doi:10.33394/j-ps.v9i2.4390

Abstract

Good knowledge construction is a guarantee of achieving better learning outcomes. In the context of our current study, the PBL model is implemented in the classroom and further evaluation of students' cognitive learning outcomes is carried out. Specifically, the purpose of this study is to evaluate student learning outcomes on square material in the application of the PBL model. This research is a quasi-experimental with pretest-posttest control group design. The number of research samples for each group was 25 students in a private Islamic school (equivalent to a secondary school) in Mataram, Indonesia. Data on student learning outcomes was collected using a learning outcome test instrument on square material. Descriptive and statistical analysis was carried out on student learning outcomes data, this was analyzed using the SPSS.23 tool. The results of the study show the advantages of the PBL model in improving student learning outcomes when compared to conventional learning. Finally, we recommend the use of this model in learning mathematics to improve student learning outcomes.

Highlights

Mathematics is a universal science that underlies the development of modern technology, has an important role in scientific disciplines and advances human thinking (Belbase et al, 2021; Hillmayr et al, 2020)
In the context of our current study, the Problem Based Learning (PBL) model is implemented in the classroom and further evaluation of students' cognitive learning outcomes is carried out
Statistical analysis was used to evaluate the differences in student learning outcomes between the experimental and control groups

Summary

Introduction

Mathematics is a universal science that underlies the development of modern technology, has an important role in scientific disciplines and advances human thinking (Belbase et al, 2021; Hillmayr et al, 2020). Mathematics is an abstract, theoretical science, full of symbols and formulas that are difficult and confusing, and this is an unpleasant learning experience in mathematics. Such thinking will clearly affect individual mathematics mastery because negative perceptions have existed due to their previous learning experiences (Salamah, 2020). The implication of learning mathematics is to encourage students' initiative and give them the opportunity to think differently, encourage curiosity, the ability to argue and predict, appreciate discoveries as useful (Palmér & Johansson, 2018). The teacher has the task of encouraging, guiding and as a learning facilitator for students, and is responsible for seeing everything that happens in the classroom to help the student's development process (Li & Stylianides, 2018)

Objectives

Methods

Results

Conclusion