The effect of problem-based learning model toward students' mathematics achievement based on gender

Abstract

This study aims to determine (1) whether the students' mathematics achievement taught with the PBL model is higher than the conventional model; (2) whether there is a difference in mathematics achievement between male and female students; (3) whether there is an interaction between learning models and gender on mathematics achievement. This study uses a quasi-experimental method. This study's population were all XI grade students of one of senior high school in Balige, North Sumatera. The sampling was done by cluster random sampling technique so that one class was obtained as an experimental class and another as a control class. The data collection was done through mathematics achievement tests. The data analysis and hypothesis testing were using two-way ANOVA with the help of SPSS software. The findings show that: (1) the mathematics achievement of students taught with the PBL model is higher than the conventional model; (2) there is no difference in mathematics achievement between male and female students; (3) there is no interaction between learning models and gender on students' mathematics achievement. The findings in this study provide information about the PBL model as a learning model that can improve students' mathematics achievement and support the equality of learning achievement between male and female students.