Abstract
Abstract Students should be encouraged to achieve high order thinking skills, in which one of the ways to build the thinking skills is through solving mathematical problems. This study aimed to observe the effectiveness of a problem-based learning method and its effect on students’ perseverance in solving mathematical problems. The subjects of this research were science students at a Senior High School (SMAN) 2 Surabaya, Indonesia, selected with clustered random sampling. The research was conducted with an experimental design, and the problem-based learning method was applied in a Science 1 Class (experiment class), while a Science 4 Class was taught by following the conventional learning method designed by the teacher (control class), where the learning process was centered on the teacher and focused on the discipline. The instruments used in this research were the learning set for both learning methods, initial and final problem sets. The research results showed that the application of problem-based learning methods resulted in better learning outcomes. Moreover, the analysis of covariance showed that the application of a problem-based learning method is effective to develop students’ perseverance in solving mathematical problems.
Highlights
Learning mathematics is essential as the subject does teach students about numbers and equations and conducts their ability to think or know as a thinking skill
The learning process in solving mathematical problems is affected by the learning methods applied by the teacher
In the problem-based learning, students were encouraged to conduct discussion and find the solution through teamwork consisting of 4-5 students
Summary
Learning mathematics is essential as the subject does teach students about numbers and equations and conducts their ability to think or know as a thinking skill. Aside of learning to find a solution to the problems, the learning methods should be able to encourage students to achieve high order thinking skills. Research has showed that students with high order thinking skills is likely to be more successful, whether in academic or in other work fields (RESNICK, 1987; SCHOENFELD, 1999; ZOHAR; DORI, 2003). Research by Prastiti et al (2017), showed that learning methods with various problem types approach would improve students’ ability in problem-solving. Teachers who support and facilitate their students in finding and presenting the solution and/or the alternative solutions to the mathematical problem would improve their students’ thinking skills (HO; HEDBERG, 2005; PIMTA; TAYRUAKHAM; NUANGCHALERM, 2009)
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