Problem-based learning model to improve the ability of counting operations on fractions

Abstract

This study aims to determine the improvement of student ability in the operation of fractions mathematics subject through a problem-based learning model. Participants in the study were 32 students of class V from the primary school in Bogor, Indonesia. By applying classroom action research approach, this research was carried out collaboratively with two cycles in which each cycle has stages of planning, implementation, observation, and reflection. The results show an improvement in cycle II. The results of student behavior change showed an increase in discipline, cooperation, confidence and spirit of students. The acquisition of the average value of learning outcomes increases in cycle II. Improved value seen in aspects of the implementation of learning, changes in student behavior, and the ability to calculate operations on the fraction of mathematics subjects. Result of this study indicates that the problem-based learning model can improve student ability in fractional calculation operations.