Abstract
This study aimed at determining whether the PBL model and learning styles could influence the students' mathematical problem-solving and self-esteem abilities. This study was a quasi-experimental study, in which in include of two classes namely X MIPA 1 class (Mathematics and Natural Sciences); moreover, there were 24 students who used the PBL learning model as an experimental class and X MIPA 2 (Mathematics and Natural Sciences) that consisted of 22 students used a scientific learning model as a control class at SMAN 17 Pandeglang on the academic year of 2019/2020. In addition to the learning model, the students were also categorized based on visual, auditory, and kinesthetic learning styles. The data were collected by means of learning style questionnaires, problem-solving ability test, and self-esteem questionnaires. The data analysis was performed statistically both descriptive and inferential. The validity of mathematical problems was based on the expert assessment and validity test while the reliability was tested using product moment correlation. Pre-test and post-test data had been tested and both of them were homogeneous and normally distributed. The homogeneity test used Lavene test and the normality test used Chi Square. The influence test was performed using statistics, the average difference test, the two-way ANOVA test, and the Post Hoc follow-up test with Scheffe. All data were processed using SPSS. This study indicated the success by obtaining a significant value of 0.00 <α. Hence, it can be concluded that there is an effect of the implementation of PBL models and learning styles on mathematical problem-solving and self-esteem abilities.
Highlights
Problem-solving is a general objective in mathematics learning, even as the heart of mathematics means that the ability to solve problems is a basic ability in learning mathematics (Angkotasan et al, 2013)
Departing from the results data of study, the analysis and hypotheses examination have been carried out; it can be concluded that the implementation of Problem Based Learning (PBL) learning model gives positive effect on the mathematical problem -solving ability
There is an interaction between the learning model (PBL and scientific) and the learning styles to the mathematical problem-solving ability
Summary
Problem-solving is a general objective in mathematics learning, even as the heart of mathematics means that the ability to solve problems is a basic ability in learning mathematics (Angkotasan et al, 2013). The ability to solve mathematical problems is increasingly valued and sought after by employers and higher education institutions (Walport et al, 2010). The teachers’ activities in learning are greater than the students’ activities. This causes the students to be inactive and not independent to learn the subject matter; when learning takes place, communication occurs only in one direction since the teacher is the only information center. The importance of problem-solving is related to the ability as a success in school or real-life (Bahar et al, 2015)
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