Implementation of PBL Model with Ethnomathematical Nuances on Mathematical Problem-Solving Ability Reviewed from Confidence

One of the skills that students must master is problem solving abilities, in which students will learn to solve problems in their surroundings. This study aims to determine the effectiveness of the PBL (Problem Based Learning) model integrated with the Science Education for Sustainability Development (SESD) approach to students' problem solving abilities. The use of the SESD-integrated PBL model in problem solving ability is something new that has never been done. The study used a quasi-experimental design quantitative method with a pretest-posttest design. The research sample was 24 students of grade 8th junior high school as an experimental class that applied the integrated PBL model with SESD and 24 students of grade 8th junior high school as the control class that applied the non-PBL model integrated with SESD. Data collection techniques used observation sheets, tests, and questionnaires, which were analyzed using descriptive and inferential statistics. The results of the two-tailed t-test yielded a P-Value of 0.001, where if the P-Value < α = 5% (0.05), then H0 was rejected. So it shows that there is a significant difference in problem solving ability between the experimental class and the control class. The results of the one-tailed t-test that has been carried out produce a P-Value of 0.001 so that H0 is accepted. The results of the one-tailed t-test also show an estimate for a difference of 13.85. Therefore, the test decision can be stated that the problem solving abilities of students in the experimental class are better than those in the control class. The ANCOVA test shows that the value of Sig. of 0.010 < α (0.05) shows that the PBL model integrated with SESD is considered effective for problem solving abilities. So it can be concluded that students' problem solving abilities using integrated PBL models with SESD are more effective than students' problem solving abilities using non-PBL models integrated with SESD.

This research is motivated by the low ability of students' mathematical problem solving. The purpose of research to determine the effect of Problem Based Learning (PBL) model of learning to improve students' mathematical problem solving abilities. This research was conducted at SMP Alijtihad II Kutabaru Tangerang Regency. The research method used is quasi experiment with design of non equivalent control group design. Sampling was done by using purposive sampling technique, student of class VIIIB as experiment class using PBL model and class VIIID students as control class with conventional method. The instrument used is a test to measure the ability to solve mathematical problems in the form of a description. Test instrument data were analyzed using the t-test and the Mann-Whitney U Test. Based on the result of calculation using t-test at 0.05 significance level, obtained tcount ≥ ttable (3,3841 ≥ 1,9966), so that PBL learning model can influence student's mathematical problem solving ability. The Mann-Whitney U Test showed that Zhitung ≥ Ztable (2.82 ≥ 1.92) thus enhanced mathematical problem-solving abilities in the class using the PBL model better than the conventional method. The improvement of students' highest mathematical problem solving abilities in the PBL class is on the indicators of planning the completion, whereas in the conventional class is on the indicators understand the problem

This study aims to analyze the differences in the increase in problem-solving abilities between students who are given the problem-based learning model and those given the numbered heads together learning model in terms of gender and analyze the student's answer process in solving problems on problem-solving abilities given the problem based learning model and those given numbered heads together learning model. The data were obtained through tests in the form of descriptions, with the reason that through this essay test, it could be seen that students 'thought processes and students' accuracy through the steps taken in solving the questions. The test instrument developed by researchers from the Two Variable Linear Equation System material will be used to measure problem-solving abilities. Data were analyzed by ANACOVA test. The population in this study were all students of class VIII SMP Private Bina Satria Mulia Medan. While the sample in this study was class VIII-1 as the experimental class 1 with the Problem Based Learning (PBL) learning treatment and class VIII-2 as the experimental class 2 which was treated with the Numbered Heads Together (NHT) learning model. Based on the results of the covariance analysis for the model, it was obtained that Fcount = 57.301; db = (1.55), and p-value = 0.000. Because of the sig level. 0.000 <0, 05 then H0 is rejected and H1 is accepted. Thus it can be concluded that there are differences in mathematical problem solving abilities between students who are given Problem Based Learning (PBL) learning and Numbered Heads Together (NHT) learning after controlling the pretest. Descriptively, the group average for Problem-Based Learning (PBL) learning is 80.08 and for the Numbered Heads Together (NHT) learning group is 75.67. While the results of the descriptive research based on gender in the experimental class I and experiment II showed that the problem solving abilities of male students were higher than female students. In the experimental class I, the mean score of male students was 81.47 and female students were 78.27. In the experimental class II, the mean score of male students was 77.22 and female students were 73.33. Keywords: Mathematical Problem Solving Ability, Problem Based Learning (PBL), Numbered Heads Together (NHT), Gender DOI: 10.7176/JEP/12-10-12 Publication date: April 30 th 2021

The low ability of mathematical problem solving of students, particularly at the elementary school students (elementary school) became the background of this research. In addition, a variety of characteristics shared by every student also observed in this study. One of the characteristics is intelligence. The fact that Howard Gardner suggested that everyone has diverse intelligence within him. Therefore, this research will apply the approach to Problem-Based Learning-based Multiple Intelligences as an effort to increase the ability of the mathematical problem solving of students which will also involve a variety of intelligence on the student in accordance with the theory of Multiple Intelligences by Howard Gardner expressed. The research method used experimental with control group pretest-postest design. The population in this study are all the students scattered throughout the elementary school Sub Kadipaten Regency, which is included into the Group of papak (medium). The sample of this research is the grade IV SDN Liangjulang VI that has two groups of study, so that the class IV A chosen as an experimental class and class IV B as the class of the control. The results of this study showed that after a given learning using approaches to Problem-Based Learning-based Multiple Intelligences and conventional approaches to increasing the ability of the mathematical problem-solving of students with n-gain that experience an increase in the category are for class experiments and low categories of the class of the control. Improvement of mathematical problem solving ability get learning by using Problem-Based Learning approach-based Multiple Intelligences is better than students who get conventional learning. It is based on the results of different trials the average n-gain from the second class. In addition, based on the ANOVA test one line on the sixth Multiple Intelligences smarts group indicates that is not the case of the difference of the average increase in the ability of problem-solving on the sixth group of the intelligence.

The purpose of this study was to determine the effect of implementing the Problem Based Learning (PBL) learning model on the ability of scientific argumentation and how much influence the PBL learning model has on the scientific argumentation ability of students on environmental pollution material in class VII, 1st Junior High School Angkola Muaratais. This study uses a true experiment method with a pretest-posttest control group design. The population in this study were all students of class VII, with two samples, namely the experimental and control classes. There are two samples in this study, namely the experimental class and the control class. The sampling technique used is simple random sampling. Randomly selected samples were from classes VII-A and VII-B. The research instrument used is a scientific argumentation ability test instrument using five essay questions. Analysis of the data used in this study was performed by performing an independent sample t-test and a Cohen's d test. The results of the pretest showed that the initial abilities of students in grades VII-A and VII-B were the same. Class VII-A was chosen as the experimental class, and Class VII-B was chosen as the control class. After that, treatment was given using the PBL learning model in the experimental class and conventional learning using the lecture and question and answer method in the control class. Based on the posttest results, it was found that the PBL learning model had a significant effect on the ability of scientific argumentation on environmental pollution material in class VII 1st Junior High School Angkola Muaratais with a value of tcount > ttable (3.828 > 1.684) using the independent sample t-test test. The influence of the PBL learning model on students' scientific argumentation skills is categorized as strong, with a Cohen's d value of 1.168. It can be concluded that the PBL learning model can have a significant influence on students' scientific argumentation skills and the effect obtained is strong.

Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.

Effective learning must accommodate the unique needs of each learner. The combination of differentiated learning with PBL has not been widely revealed. This study aims to see the effect of differentiated learning through the Problem-Based Learning (PBL) model on student learning achievement. The research method used was a quasi-experiment using control and experimental classes. Data was collected through pretest and post-test. The control class used conventional learning, while the experimental class used differentiated learning with the PBL model. The results showed that using differentiated learning through the PBL model affected student learning achievement, with a sig value of 0.001 on the Mann-Whitney test. The average Normalized Gain (N Gain) of the control class was 0.32, while in the experimental class, it was 0.45. Both are in the medium category. In the control class, the N-Gain scores of individual students in the low, medium, and high categories were 52%, 40%, and 8%, respectively. The experimental class was 12%, 76%, and 12%, respectively. The improvement in student learning achievement in the experimental class is better than in the control class. Differentiated instruction provides access for students to be facilitated with their different needs, while with PBL, students can learn through contextualized problem-solving steps. Overall, it can be concluded that differentiated learning through the PBL model influences student learning achievement.

This research aims to determine the influence of the Problem-Based Learning (PBL) model on the problem-solving abilities of fifth-grade students in mathematics subjects in elementary schools. The instrument used in this research is a test of mathematical problem-solving abilities in the form of descriptions, with the material being taught being spatial shapes. The subjects in this research were all class students at SDN Ibu Dewi 3 Cianjur, while the sample in this research consisted of two classes. One class is the experimental class and the other class is the control class. The sample in the experimental class was 20 people, and the sample in the control class was also 20 people. From data analysis using a simple regression test, the average test of mathematical problem-solving ability in the experimental class before and after learning was 70.50 and 90.20. Meanwhile, the average control class mathematics problem-solving ability test before and after learning was 86.55 and 69.60. Hypothesis testing in this study used t- and F-tests which were carried out to determine the level of students' mathematical problem-solving abilities before and after being taught using the Problem Based Learning (PBL) learning model. Where the result of the constant is 61.935 while the value of the experimental class (X) is 0.085 with a significant value of 0.042 < 0.05, while the Fhitung test is 0.074 < Ftable 4.385 with a significance level of 0.789 > 0.05. Thus it can be concluded that there is an influence of the Problem learning model Based Learning (PBL) on the mathematical problem-solving abilities of fifth grade students at SDN Ibu Dewi 3 Cianjur.

The purpose of this study was to determine the improvement of students' mathematical problem solving and communication skills using problem-based learning better than ordinary learning; to determine the interaction between learning and early mathematical abilities to increase students' mathematical problem solving and communication skills; to find out how the process of answers made by students in solving problems in problem-based learning and ordinary learning. This type of research is quasi-experimental. The population in this study were all grade VII students of SMP Lhokseumawe who were accredited and the samples were randomly selected, namely: SMPN 10 consisted of class VII-4 (experimental class) and class VII-2 (control class), SMPN 11 Lhokseumawe consisted of class VII- 3 (experimental class) and class VII-1 (control class). Data analysis was performed using two-way ANOVA. The results of this study indicate that there is an increase in the problem-solving ability and mathematical communication of students using problem-based learning better than students who receive regular learning; there is no interaction between learning and the level of students 'ability to increase students' problem-solving abilities and mathematical communication; the process of solving the problem of students' answers to learning using problem-based learning is better than ordinary learning.

The implementation of the Merdeka curriculum as an effort to improve the quality of education focuses on 21st-century skills, including critical thinking skills, which are essential for problem-solving. Evidence indicates junior high school students exhibit low problem-solving and cognitive ability. This study aims to analyze the differences and levels of problem-solving ability and cognitive outcomes in science after implementing a Problem-Based Learning model supported by Peer Tutoring. This quasi-experimental research used a non-equivalent control group design at Semarang State Junior High School 8, with cluster random sampling. Data were gathered through observation, test, and documentation. The research results showed a significant improvement in problem-solving ability and cognitive outcomes in science after implementing the Problem-Based Learning (PBL) model with Peer Tutoring. This is evidenced by the results of an independent t-test, which found that tcount was greater than ttable. The average posttest problem-solving score in the experimental class was higher (80.8) than in the control class (70.7). Similarly, the average posttest score for cognitive learning outcomes in science in the experimental class was higher (81.6) than in the control class (74.4). Analysis of problem-solving ability level and cognitive learning outcomes level showed an increase in the number of students in each indicator's good and very good criteria.

The problem encountered in class IV at SD 2 Medini was that mathematics learning was still teacher-centred, yet to be linked to the experiences of the students themselves. Knowledge still needs to use media examples from the surrounding environment that are real and based on local culture. This research aims to determine students' problem-solving abilities in mathematics content through learning outcomes and students' intelligence percentages in ethnomathematics nuanced learning. The study was carried out using a mixed method with a sequential explanatory design (sequence of evidence). The sequential explanatory model is a combined research method that combines quantitative and qualitative research methods sequentially, where the first stage of research is carried out using quantitative methods and the second stage is carried out using qualitative methods. The results of the study on the application of the Problem-Based Learning model with nuances of ethnomathematics are effective on mathematical problem-solving abilities. This shows that the Problem-Based Learning model is able to improve student learning outcomes through the results of the T-test carried out in the experimental class and control class where the practical class applies nuanced learning ethnomathematics was able to increase learning outcomes by up to 34% and was supported by an N-gain test score of 0.75 with high criteria and a very effective effectiveness rating, while the control class was only at 0.57 with medium criteria and a less effective effectiveness level. Keywords: Problem Solving Ability, Intelligence Percentile, and Problem Based Learning, ethnomathematics.

This article is about research on the study of improving students’ problem-solving abilities in the learning process using the Problem Based Learning learning model with the Metacognitive approach. This article also contains a study of the interaction between the learning model and the students’ mathematical prior knowledge towards problem-solving abilities, and the study of student behavior in improving mathematical problem-solving skills. The research uses quantitative research methods with research subjects students in the experimental class and the control class. The research instrument consisted of tests of mathematical problem-solving abilities, observation sheets, and interview guidelines. Research findings include (1) the learning model used does not have a significant difference in mathematical problem-solving skills, both overall and based on prior mathematical knowledge, (2) the learning model used does not have a significant effect on improving mathematical problem-solving abilities, both overall and based on mathematical prior experience, and (3) there is no interaction between learning models and mathematical prior knowledge to improve mathematical problem solving abilities.

Problem-solving ability is one of the skills that must be possessed in the 21st century. Problem-solving ability needs to be possessed by students to overcome problems in everyday life and academically. This study aims to analyze the significant differences in students' problem-solving ability on the reaction rate material between students who use flipped classroom learning based on problem-based learning and those who use scientific learning. This type of research is a quasi-experiment with a pretest-posttest control group design. The population in this study was a state high school in West Yogyakarta. The sampling technique used was random sampling of the class. The sample used in this study consisted of two classes, namely the experimental class and the control class. The experimental class used flipped classroom learning based on problem-based learning, while the control class used learning with a scientific approach. Data were obtained through problem-solving ability test instruments in the form of pretests and posttests. The test instruments used were validated theoretically and empirically. Indicators of problem-solving ability measured in the pretest and posttest include understanding the problem, preparing a problem-solving plan, implementing the problem-solving plan, and rechecking the results of the problem-solving. Based on the results of the t-test significance analysis of 0.000 < 0.005, it shows that there is a significant difference in problem-solving ability between students who use flipped classroom learning based on problem-based learning and those who use a scientific approach. Flipped classroom learning based on problem-based learning is one of the innovative learning methods to improve students' problem-solving abilities. Keywords: flipped classroom, problem-based learning, problem-solving ability, reaction rate.

The purpose of this study was to determine the effect of the problem-based learning (PBL) model on students' creative thinking abilities and self-efficacy. The type of research used is quasi-experimental. This research was conducted at senior high school Sukakarya Musi Rawas with a population of all class X students totaling 114 students. The sample was selected by simple random sampling technique with class X MIA 1 as the experimental class and class X MIA 3 as the control class with 30 students each. Data collection methods are observation, tests, interviews, and documentation. Data analysis used multivariate statistical tests analysis of variance. The results of the study show that: there is a significant effect of using the PBL model on students' creative thinking abilities. There is a significant influence of students' Self-Efficacy abilities using the PBL model on students' mathematical problem-solving abilities

The purpose of this experiment was to determine whether or not there were differences in the learning model between Process-Oriented Guided Inquiry Learning (POGIL), Problem Based Learning (PBL), and Teacher-Centered Learning (TCL) with the application of HOTS questions in their learning on students' critical thinking skills. This study used a quasi-experimental research design with the static group pretest-posttest design. The sampling technique used the cluster random sampling technique. The population of this research is the students of class XI MIPA SMA Negeri Gondangrejo in the academic year 2021/2022. The results showed that there were differences in students' critical thinking skills in the POGIL and PBL learning models with conventional learning, all three of which used the application of HOTS questions in their learning. This is based on the significant value of the One-Way ANOVA test, a significance value of <0.05 is obtained, which is 0.000, which means that H0 was rejected. Then, based on the calculation of the N-gain score for each POGIL, PBL, and TCL learning model, the results obtained are 0.71 in the high category; 0.54 in the medium category; and 0.39 in the medium category. However, based on the results of the Post Hoc-Scheefe test between the POGIL and PBL learning models, a significance value of > 0.05 was obtained, which was 0.098, so it could be concluded that there was no significant difference between the POGIL and PBL learning models on critical thinking skills. Therefore, both POGIL and PBL learning models can help improve students' critical thinking skills. The average critical thinking ability in the POGIL experimental class, PBL experimental class, and control class after treatment was 69.44%, 68.54%, and 59.72%.