Implementation of differentiated learning using a project-based learning model to improve students' mathematical problem-solving ability

This study aims to determine the effectiveness of the Project Based Learning (PjBL) learning model through the educational game media snakes and ladders on students' mathematical problem-solving abilities. The background of this national research is based on the low mathematical problem-solving abilities of students as shown by international data, as well as the still dominant use of conventional learning methods that do not actively involve students. This study uses a quantitative approach with a quasi-experimental method and a Nonequivalent Pretest-Posttest Control Group Design. The subjects of the study were grade VIII students at SMP Negeri 7 Kuningan in the 2024/2025 academic year, with samples consisting of two classes: an experimental class using the PjBL model through educational games, and a control class using conventional learning. Data were collected through pretest and posttest tests and student response questionnaires. The results showed that there was no significant difference in initial abilities between the two classes. However, after the treatment, there was a significant difference in the posttest results and an increase in the N-Gain score of mathematical problem solving ability between the experimental and control classes, which were analyzed using the Mann Whitney U non-parametric test. In addition, the results of the questionnaire showed that students gave a positive response to learning with the PjBL model through the snake and ladder educational game, with an average percentage of 75.025% in the high category. Thus, it can be concluded that the PjBL model through educational games is effective in improving students' mathematical problem solving abilities and is able to create a fun and interactive learning atmosphere.

The background of this study is that it is still often found that students during learning activities look unprepared to receive material and many of them are still less interested in Civics lessons, resulting in learning activities not running properly which makes the learning outcomes obtained by students less than optimal. The purpose of this study was to determine the improvement of cognitive learning outcomes of Civics students who get learning treatment using project-based learning (PjBL) learning model and tofind out how the effect of project-based learning (PjBL) learning model on cognitive learning outcomes of Civics students in elementary school. This study used a quasi-experimental type using a sample of fifth grade elementary school students as many as 21 students from the experimental class and 21 students from the control class. The project-based learning (PjBL) model treatment was given to the experimental class while the control class received the STAD cooperative model treatment. The test instrument used in this study was in the form of multiple choice, to measure the ability of the student learning outcomes studied. The results in this study were seen from the average score obtained by students during the pretest before getting treatment in the experimental class of 68.10, then when the posttest was carried out, the average score of students increased to 87.17. Then in the calculation of the regression test of the pretest and posttest data, the value of Fcount > Ftable or 66.424> 4.38 means that H0 is rejected. Thus it can be concluded that the cognitive learning outcomes of Civics students in the experimental class have increased after getting the project-based learning (PjBL) model treatment and there is a great influence on the use of the project-based learning (PjBL) model on the cognitive learning outcomes of Civics students in the experimental class.

This study aims to determine whether the cooperative learning model type Numbered Heads Together (NHT) is more effective than the conventional learning model towards the mathematical problem-solving ability of VII grade of Salatiga State Junior High School 5 students the academic year 2019/ 2020. This research was Quasi-Experimental type with Non-Equivalent Control Group Design. The instrument of this study was a problem-solving ability test, which consisted of pre-test and post-test. Post-test results obtained an average of 73.24 in the experimental class and 58.62 in the control class. In other words, the average experimental class was higher than the control class. This result was confirmed by the Mann-Whitney U test that obtained a sig (2-tailed) value of 0.00 < 0.05, so H0 was rejected, while H1 was accepted; it meant that there was a difference in the average mathematical problem-solving ability of students between the experimental and the control class. Additionally, the average N-Gain of the experimental class was 0.54, and the control class was 0.29. The average increase in the experimental class was higher than the control class, and there were differences. As the Mann-Whitney U N-Gain test confirmed that obtained sig (2-tailed) value of 0.00 <0.05 so H0 was rejected, and H1 was accepted. Thus there was a difference in the average increase of students' mathematical problem-solving ability between experimental and control classes.

The representation and mathematical problem-solving abilities of students are still relatively low. The low ability is due to the lack of attention of the implementers of learning to develop learning that can improve the ability of representation and mathematical problem-solving. One effort that can be done is to apply to learn through the Concrete Representational Abstract (CRA) approach. This study aims to analyze the increase in representation ability and mathematical problem solving of students and to examine the interaction between student learning and the ability of representation and mathematical problem solving of students. This research is quantitative research with an experimental method with the design of the pretest-posttest group design. The population of this study was all students of SMP Negeri 1 Banda Aceh with a sample of two classes which became the experimental and control classes. The instrument of data collection is a test of representation ability and mathematical problem-solving. Data analysis of the study was carried out with SPSS 23 assisted two-way ANOVA for windows at a significant level of 0.05. The results of the study showed that: 1) the improvement of the representation and mathematical problem-solving abilities of students who obtained learning through the CRA approach was better than improving the problem-solving abilities of students who obtained conventional learning 2) there was no interaction between the CRA approach and the student level towards improving representation and solving abilities mathematical problem

This study aims to determine (1) the students’ mathematical problem-solving ability taught using STEM-based (Science, Technology, Engineering, and Mathematics) learning model, (2) students’ mathematical problem-solving ability taught using expository learning models, (3) whether there is a difference in the effect of STEM-based learning model with expository learning models in improving students’ mathematics learning achievement. This research was an experimental research design with quasi experimental design (Quasi Experimental Design). The population in this study was all grade V SD Muhammadiyah Condongcatur Yogyakarta. The sample in this study was class V-1 as an experimental class with 33 students and class V-2 as a control class with 33 students. The findings in this study indicate that the class taught using STEM-based learning model has Mean 31.9697 and the class taught using the expository model has an average value of 28.5758. The results of the hypothesis test show that Tcount> Ttable is 2.925> 1.996 with the conclusion that the mathematical problem-solving ability of students taught with STEM learning model is better than the class which is taught with expository learning models.

The purpose of this study was to determine whether students' mathematical problem-solving abilities by applying the Contextual Teaching and Learning (CTL) learning model were better than students' mathematical problem-solving abilities by applying conventional learning models. This research was motivated by the low mathematical problem-solving ability of students. This type of research was an experiment using a quantitative approach with a Noneequivalent posttest-only Control Group Design. The population of this study was all students of class XI Senior high school Negeri 1 Padang Gelugur. The technique used in this research was random sampling, so the sample of this research was class XI natural sciences major 1 as the experimental class and class XI natural sciences major 2 as the control class. The research instrument used was Post-test. The form of the test used was an essay with reliability of 0.399. Furthermore, the hypothesis was tested by a t-test. The results of hypothesis testing show that tcount > ttable was 7.17 > 1.67 so hypothesis one was accepted. Thus, it can be concluded that students' mathematical problem-solving abilities by implementing the CTL learning model were better than students' mathematical problem-solving abilities by applying conventional learning.

This study aims to see the improvement of students' mathematical problem solving ability through the application of Think Pair Share type cooperative learning model. Mathematical problem solving is the ability to identify the elements known, asked, and the sufficiency of the elements needed, able to make or compile mathematical models, can choose and develop solution strategies, able to explain and re-examine the answers obtained. This research uses a quantitative approach with a quasi experimental design and a nonequivalent control group design. The sample selection technique is using purposive sampling technique. The population in this study were all students of SMP Negeri 1 Juli class, while the samples were two classes, namely class VII2 as the experimental class and class VII3 as the control class. The data collection technique in this study used a mathematical problem-solving ability test. Data analysis carried out for the mathematical problem-solving ability test using non-parametric tests because the data is not normally distributed, the data is processed using SPSS 18 software and the results of non-parametric tests obtained a significant value of 0.000 significant level α = 0.05 then according to the hypothesis criteria If the significance value 0.05 then H0 is rejected and Ha is accepted. So, it can be concluded that the mathematical problem-solving ability of students who get the application of the Think Pair Share type cooperative learning model is better than students who get the scientific learning model.

Mathematics plays an important role in improving students' mathematical problem-solving abilities. However, mathematics learning using conventional learning models often fails to stimulate an increase in students' mathematical problem-solving abilities. This study investigated the effect of the Missouri Mathematics Project (MMP) learning model on students' mathematical problem-solving abilities. This study used a quasi-experimental method with a quantitative approach. The population in this study included all eighth-grade students of UPT SPF SMP Negeri 8 Percut Sei Tuan with a total of 185 students. This study involved an experimental class taught using the Missouri Mathematics Project learning model and a control class with a conventional learning model. The results showed that the mathematical problem-solving abilities of students who used the Missouri Mathematics Project (MMP) learning model improved more than those who used the conventional learning model. This indicates that the Missouri Mathematics Project (MMP) learning model has an effect on students' mathematical problem-solving abilities.

The problem-solving ability of students' mathematics in the field of mathematics studies can be improved if there are approaches in learning, because the approach has an important role in the teaching and learning process. To improve students' mathematical problem-solving abilities, through the cooperative learning model of students' understanding of mathematics on trigonometry material in class X. This study aims to determine whether there is a difference in the mathematical problem-solving abilities of students who study with the cooperative learning approach and the mathematical problem-solving abilities of students who study with conventional approaches (lectures) on trigonometry material in class X. The populations of this study were all students of class X MAN 2 Pidie Jaya which consisted of 60 students consisting of 3 classes. To obtain research data, while the samples in this study were students of class X.1 and X.2 students who were taken randomly. The researcher gave an initial test in the control class and the experimental class to see the students' initial abilities before being taught using the cooperative learning model. Then a final test is given to see if there is an influence on students' ability to solve problems regarding trigonometry. Furthermore, the data obtained in the form of final test results for the control class and the experimental class was analyzed using t-test statistics on the right side. Based on the results of the calculation, the value of tcount < ttable is obtained, namely the price of tcount = 0.521 and the price of ttable = 1.67. So it can be concluded that there is no effect of cooperative learning model on students' mathematical problem solving abilities on trigonometry material in class X MAN 2 Pidie Jaya.

The problem in this study is the low mathematical problem-solving ability of students. This study aims to determine the effectiveness of the Contectual Teaching and Learning (CTL) learning model on students' mathematical problem-solving skills. The method in the study is a quasi-experiment with the chosen research design is Non-equivalent Pretest-Posttest Control Group Design. Samples were taken by purposive sampling consisting of class VIII C (Experimental Class) and class VIII A (Control Class). The number of students in both classes is the same, namely 16 students, the total sample is 32 students. Data collection was carried out through a problem-solving ability test. Data analysis was carried out using the t-test and N-Gain test. The results of the hypothesis test on the results of the posttest data were obtained from the conclusion that there was a difference in students' mathematical problem-solving abilities after applying the Contectual Teaching and Learning (CTL) model in the experimental class and the conventional model in the control class. There was a significant increase in students' mathematical problem-solving ability in the experimental group compared to the students' mathematical problem-solving ability in the control group. The students' response to the Contectual Teaching and Learning (CTL) learning model in the experimental class received a positive response with a very high interpretation of the questionnaire results, which was 77%.

This research aims to analyze the effect size of using the Project-Based Learning (PjBL) model on problem-solving abilities in mathematics learning and investigate the effect size based on educational levels. The research method employed is quantitative with meta-analysis, aiming to summarize, evaluate, and integrate the results of several published studies. Data collection techniques involve documentary studies by searching national and international journals published between 2015 and 2023. A total of 24 studies met the predetermined inclusion and exclusion criteria, and the effect sizes of each study were calculated. Subsequently, the overall average effect size and effect sizes based on educational levels were calculated. Data analysis was conducted using JASP software version 0.18.1.0. The results of this research indicate that the effect size of the Project-Based Learning model on problem-solving abilities in mathematics learning is significantly large, with an effect size of 0.973. Furthermore, statistically significant differences were reported in the effect sizes of the PjBL model on problem-solving abilities in mathematics learning across educational levels. The implementation of the PjBL model has a very large effect size on problem-solving abilities in mathematics learning for elementary, and college-level students. Meanwhile, at junior high school and the senior high school level, the PjBL model on problem-solving abilities in mathematics learning has a large and amoderate effect size.

This study aims to (1) find out whether the mathematical problem-solving abilities of students who are taught by realistic mathematics learning were higher than those students who were taught using conventional learning; (2) knowing students' learning attitudes towards realistic mathematics learning approaches. This research is a quasi-experimental study with a quantitative approach. This research was conducted in class VII of the Junior High School 28 Medan 2017/2018 Academic Year where the population of this study was all class VII. Samples from this study were class VII-G as the experimental class and class VII-F as the control class. Based on the results of the analysis of calculations, the following data are obtained: (1) the results of analysis of realistic mathematical learning on students' mathematical problem-solving abilities using the t-test found that ttable = 1.68 and tcount = 3.6821 so tcount> ttable then concluded that H0 is rejected and Ha be accepted. The mathematical problem-solving abilities of students who are taught by realistic mathematics learning was higher than conventional learning. (2) student responses were very positive towards realistic mathematics learning with an average of ≥ 86.03.

This study aims to (1) find out whether the mathematical problem-solving abilities of students who are taught by realistic mathematics learning were higher than those students who were taught using conventional learning; (2) knowing students' learning attitudes towards realistic mathematics learning approaches. This research is a quasi-experimental study with a quantitative approach. This research was conducted in class VII of the Junior High School 28 Medan 2017/2018 Academic Year where the population of this study was all class VII. Samples from this study were class VII-G as the experimental class and class VII-F as the control class. Based on the results of the analysis of calculations, the following data are obtained: (1) the results of analysis of realistic mathematical learning on students' mathematical problem-solving abilities using the t-test found that ttable = 1.68 and tcount = 3.6821 so tcount> ttable then concluded that H0 is rejected and Ha be accepted. The mathematical problem-solving abilities of students who are taught by realistic mathematics learning was higher than conventional learning. (2) student responses were very positive towards realistic mathematics learning with an average of ≥ 86.03.

The low mathematical problem-solving abilities of students are due to teacher-centered learning and a lack of independent study habits. This study aims to examine the effect of Polya's problem-solving approach on the mathematical problem-solving abilities of eighth-grade students at SMP Muhammadiyah Rambah. This research is a quasi-experimental study using the Non-Equivalent Posttest-Only Control Group Design. The population consists of all eighth-grade students at SMP Muhammadiyah Rambah. Samples were selected using random sampling, resulting in class VIII-1 as the experimental group and class VIII-2 as the control group. The experimental group used Polya's problem-solving approach, while the control group received conventional instruction. Data on mathematical problem-solving abilities were collected through tests administered at the end of the learning process, using validated instruments that measured validity, difficulty level, discrimination power, and reliability. Data analysis included hypothesis testing, preceded by a normality test. The normality test results indicated that the data were not normally distributed, so the Mann Whitney test was used for hypothesis testing. The results showed that Zcount = 4.95 > Ztable = 1.96 with α = 0.05, leading to the rejection of H0. Therefore, it can be concluded that Polya's problem-solving approach significantly affects the mathematical problem-solving abilities of eighth-grade students at SMP Muhammadiyah Rambah.

Differentiated instruction is proposed to ensure that students receive learning activities that meet their prior-ability, characters, or needs. This study aims to examine the mathematical problem-solving ability of students who received differentiation learning in comparison to those who attended conventional learning. Conducted in a Catholic Junior High School in Medan during the 2020/2021 academic year, this quasi-experimental study was set in Pretest-Posttest Control Group Design. The population in this study were all eigth-graders from 7 parallel groups with 31 people in each. The sample in this study was 22 students consisting of 11 students for the experimental class and 11 students for the control class. The results showed that the average value of students' mathematical problem-solving abilities who participated in differentiation learning was 71.02, while that of conventional learning was 62.73. The difference in the average value of students' mathematical problem-solving abilities in the experimental class and control class is 8.29. From the results of hypothesis testing, the value of tcount = 2.68 and ttable = 1.725 means that tcount t table is 2.68 1.725. This means that Ha is accepted and Ho is rejected, hence, the mathematical problem solving ability of students who joined differentiation learning (Differentiated Instruction) is better than those who attended the conventional learning.