Using Project Based Learning (PBL) Design to Expand Mathematics Students’ Understanding: A Case Study in Statistics Problem

Sugi Hartono

doi:10.22158/grhe.v1n1p98

Abstract

This paper describes some activities that the author has designed using Project Based Learning (PBL) to develop students’ understanding of statistics. This study used a quasi-experimental method with a one group pretest-posttest quantitative research design. The subjects in this study are 30 students of class VII in SMP Negeri 6, Surabaya, Indonesia. The data collected using a questionnaire and a test. The validity of students’ response used product-moment correlations and the reliability test used the Cronbach’s Alpha formula, and the hypothesis was tested using the t-test (one sample t-test). The results showed that the positive response of students using PBL design to expand mathematics students’ understanding of statistics, namely 85.83%. Furthermore, there was a difference in the students’ learning outcomes before and after they learned through the PBL learning design, indicated by pretest the mean of score is 38.30 and a posttest mean score is 67.17. Besides that, tobserved of pretest is 15.931 and tobserved of posttest is 34.655, both are greater than ttable with a significant level ?=0.05 is 2.042. Thus, we could be concludes that there as a difference the understanding of statistics students’ outcome before and after learning with PBL design.

Highlights

Classroom learning should be an effort for students to be able to develop material revelation, increase knowledge, and knowledge will be used later for future life
Using Project Based Learning (PBL) in learning, it is expected that students better understand and know that the things learned related to real life around them so that the concept of statistics learned will be recorded more strongly in the memory of students and learning outcomes will be better
Student responses are traced through a questionnaire filled after students follow this PBL lesson

Summary

Introduction

Classroom learning should be an effort for students to be able to develop material revelation, increase knowledge, and knowledge will be used later for future life. PBL allows students to learn by doing, applying their ideas while engaging in real-world activities through investigating questions, proposing hypotheses and explanations, discussing their ideas and developing solutions or outcomes (Diffily, 2002). According to a study from Miswanto (2011) shows that through a project-based learning model, students’ learning outcomes on linear programming material become increasingly higher than before. Using PBL in learning, it is expected that students better understand and know that the things learned related to real life around them so that the concept of statistics learned will be recorded more strongly in the memory of students and learning outcomes will be better This project-based learning model is expected to improve student learning outcomes and improve the ability to solve daily problems related to the subject matter of statistics that has been received. The purpose of this research is to describe the Project Based Learning (PBL) design of mathematics students’ in learning statistics

Objectives

Methods

Conclusion