Mathematical Problem-Based Learning Research Articles

Ways to develop soft skills in pre-service mathematics and physics teachers when studying certain topics of olympiad mathematics

The development of soft skills in pre-service teachers helps to improve the quality of teaching, create a positive classroom environment and ensure an individualized approach to learning. The integration of soft skills, in particular flexibility and adaptability to change, helps teachers to respond effectively to new teaching methods, technological innovations and the requirements of the modern educational environment. The authors of this article aimed to investigate the possibilities of developing soft skills within the educational components of the training programme for pre-service mathematics and physics teachers. The methodological basis of the study was the analysis of scientific literature, synthesis, formalization of scientific sources, description, comparison, and theoretical generalization of own pedagogical experience of teaching the course “Olympiad Mathematics”. The results of the study reveal some ways of developing soft skills of future masters of secondary education of Sumy State Pedagogical University named after A.S. Makarenko in the process of studying the course “Olympiad Mathematics”. At the same time, among the various topics of the course, the topic “Proof of Inequalities” was singled out. The peculiarities of applying the following methods and techniques to the proof of inequalities in the context of development of soft skills are revealed: the method of strengthening (weakening) of inequality, the method of mathematical induction, the Malikov's method, the method of transforming the common term in sums and its evaluation, the method of evaluating the terms of the product and introducing an additional factor, the method of applying the properties of functions to the proof of inequalities, the method of using the properties of the definite integral of a certain function on a segment. It has been found that the most common methods of proving inequalities have wide possibilities in the context of development of soft skills. Each of the methods of proving inequalities discussed in the article is illustrated by relevant examples with detailed explanations. It is proved that this topic opens up wide opportunities for the acquisition and development of a number of soft skills. The research allows identifying specific ways to improve soft skills in pre-service mathematics and physics teachers, which are practically significant for further development of these professions when studying specific topics of the “Olympiad Mathematics” course: using group work formats during seminars, problem-based learning in mathematics, applying digital technologies in the study of Olympiad Mathematics, self-analysis and reflection, using mentoring support technology, public speaking during seminars with presentations of own solutions

Interactive Multimedia with Problem-Based Learning in Mathematics

Considering that mathematics material has an important role in everyday life, learning media in learning requires learning media to present learning material that is abstract to become concrete. Interactive multimedia can increase student learning outcomes in mathematics. Apart from that, the PBL learning model is able to encourage students to learn actively in solving a problem. Therefore this research aims to develop interactive multimedia with problems based on learning in mathematics for class VII students of junior high school. This type of research is development research with the ADDIE model which includes five systematic stages in it. The data collected are quantitative data and qualitative data using 3 data collection methods, namely interviews, questionnaires, objective tests. The stages of the ADDIE model which consists of five stages, namely the stages of analysis, design, development, implementation and evaluation. The results of this study indicate that problem-based interactive multimedia learning is valid with very good qualifications. Moreover multimedia interactive learning with problem-based learning was effectively used in learning class VII mathematics set material at junior high school.

Problem-Based Learning in Improving Problem-Solving Ability and Interest in Learning Mathematics: An Empirical Study

The main challenge in learning mathematics is improving students' problem-solving abilities and strengthening interest in learning. This research focuses on the Problem-Based Learning (PBL) model's influence on students' problem-solving abilities and interest in learning mathematics. This research investigates how PBL can influence the improvement of students' problem-solving abilities and interest in learning mathematics. The method used was an experimental approach with one group following PBL-based learning and a control group using conventional learning. Data was collected through problem-solving ability tests and learning interest questionnaires. The research results showed that PBL significantly improved students' problem-solving abilities and resulted in a positive increase in interest in learning mathematics. Conclusion: These findings effectively strengthen students' problem-solving abilities and awaken their interest in mathematics. The implication is the importance of implementing PBL in mathematics learning to create more competent and enthusiastic students to explore the world of mathematics.

PENERAPAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN MATEMATIKA : SYSTEMATIC LITERATURE

Problem-based learning (PBL) is one of the learning models used in learning mathematics. The purpose of this study was to analyze the impact of implementing problem based learning in learning mathematics at the elementary, junior high, high school and university levels. The method used is a Systematic Literature Review (SLR) for all articles indexed in Google Scholar, ERIC and Scoopus published from 2014 to 2022. The research instrument guidelines used the PRISMA protocol adjusted to the inclusion criteria. The moderator variables involved in this study were the year of publication, education level, research class, research methods, research instruments and data analysis used. All data obtained is presented in a quantitative descriptive manner. The results of the SLR research show that research on the application of problem-based learning in mathematics learning has received good attention, especially in 2019. This research was predominantly carried out at the junior high school level in class VIII. The study is dominated by quantitative research methods with more than one research instrument. The majority of studies use research data analysis which uses descriptive analysis

Pre-Service Teachers with Courses in Problem-Based Learning in Mathematics

Study This aim is to determine the effectiveness of the application of the problem-based learning model in learning statistical material for lower-level students. This research was conducted at the As'adiyah Sengkang Islamic Institute. Data collection techniques used are test results studies, sheets of observation activity, and questionnaire responses by students. The results show that: (1) the average score of the results study statistics student before the problem-based learning model is applied is 25.41 and is in the very low category with a standard deviation of 9,688. From the results obtained, 37 students, or 100%, did not reach completeness. Meanwhile, the average score of the results of the study statistics for students after the PBL model is applied is 8.3, with a standard deviation of 9,036. From the results obtained, 35 students, or 9.60%, reached completeness as individuals, and 2 students, or 5.40%, did not reach completeness as individuals. (2) Activity students are in the category of good. (3) Questionnaire responses from students show that responses are positive. (4) Average implementation of learning in the PBL model, which is 3.73, and this means we are in the category accomplished with ok. Based on the results of the study, it can be concluded that the application of the problem-based learning model is effective in teaching statistics to students at the Sengkang As'adiyah Institute of Islamic Religion.

Enhancing Upper Secondary Learners’ Problem-solving Abilities using Problem-based Learning in Mathematics

Developing problem-solving abilities is a major objective of learning mathematics at school. However, learners’ problem-solving abilities are still critical. The main purpose of this study was to investigate how the problem-based learning model could enhance learners’ problem-solving abilities in mathematics. The study used quasi-experimental research with one group pre-test-post-test design. The population in this study consisted of fifty-four grade eleven learners (aged between 16 to 19 years old) from one school in Kayonza District in Rwanda. Data were collected using mathematical problem-solving tests and interviews and were analysed using paired t-tests for dependent sample means and descriptive analysis. The study results indicate that problem-based learning potentially impacts learners’ problem-solving abilities. It is shown from learners’ work in problem-solving that all indicators of problem-solving abilities, namely understanding the problem, planning ways to approach the problem, monitoring the progress while tackling the problem and reviewing the solution process, emerged as being fairly well improved. In addition, based on the interview results from some learners and their teachers, they like the PBL model because embedded tasks helped them to apply the knowledge that can improve their reasoning, creativity and thinking capability. The study recommends that schools encourage teachers to adopt PBL for enhancing learners’ problem-solving abilities. Additionally, researchers are urged to use findings from this study as a reference for further research. Furthermore, researchers could conduct similar research on a large scale using different methodologies.

Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling.

Mathematics plays a leading part in day-to-day life and has enhanced a necessary component for human accomplishments. Students from many countries do not reach the expected level in mathematics. Therefore, it is essential to pay close consideration to the causes related to ability in mathematics. Mathematics attitude is considered as one of the critical variables in the process of mathematics learning. This study aimed to determine students’ attitudes and achievements through problem-based learning in mathematics. The selected study group contained 600 students and 35 teachers from rural public secondary schools in District Rawalpindi, Pakistan. The data collection was done using questionnaires from students and teachers and collected data analyzed by SPSS 23 and Amos 23. This study’s result was carried out using Partial Least square structural equation Model (PLS-SEM), descriptive analysis, and hypotheses testing. The outcomes in this study indicated that the mean fluctuated between 1 to 4.5, 3.71 to 4.20, and Std. Deviation fluctuated between 0.6 to 2.0 and 0.75 to 1.55 in the students and teacher models, respectively. The results of the PLS-SEM students’ model show a negative attitude towards mathematics. The teachers’ PLS-SEM model showed the Effects of using problem-based learning (PBL) on students’ achievements. According to the hypotheses testing, the acceptance of hypotheses by stating that the Confidence in Learning Mathematics Scale (C), Value of Mathematics Scale (V), and Student Mathematics Motivation Scale (M) are significant effects for the Students’ Attitude Toward Problem-Based Learning (ATPBL). But the Attitude Toward Enjoyment in Mathematics Scale (AE) was rejected, and it did not significantly affect the ATPBL. As well as, the Problem-solving learning and students’ achievement (PLA), Advantages of problem-solving learning (APL) and Difficulties in using problem-solving learning (DPL) have a significant positive effect on the ATPBL. Finally, this study suggested that teachers also adopt new teaching methods corresponding to mathematics, and there is a need to explore particular mathematics skills to enhance students’ learning abilities.

Problem-based learning in mathematics learning to improve reflective thinking skills and self-regulated learning

This research was aimed to determine the effectiveness of the Problem-Based Learning (PBL) model in mathematics learning on students' reflective thinking skills and self-regulated learning. The researchers employed the quantitative-qualitative method. The quantitative data was obtained through pretest and posttest, and qualitative data were obtained through interviews with three students selected using a purposive random sampling technique. The research subjects were selected using the accidental sampling technique because it was still in the new normal era of the COVID-19 pandemic. The subjects consisted of 33 eighth-grade students. The data was collected using test instruments and questionnaires. Furthermore, the data was tested using the independent sample t-test. This research found three results. First, there was a significant increase in reflective and self-regulated thinking skills through the application of the PBL model. Second, based on the t-test, there was a reflective thinking skills difference between pretest and posttest, with a higher score was found in the posttest. Third, there was no self-regulated learning difference between the pretest and posttest.

Efektivitas Penerapan Problem-Based-Learning Untuk Meningkatkan Motivasi Belajar, Kreativitas dan Penguasaan Konsep Siswa [Efectivity of Problem-Based-Learning Implementation to Improve Student's Learning Motivation, Creativity and Mastery of the Concept

<p>This study aims to determine the implementation of Problem-Based Learning in Mathematics, as well as determine the increase motivation, creativity and mastery of the concept of student learning outcomes through the implementation of Problem-Based Learning in Class 5A SDS Lentera Harapan Curug. Subjects were students in class 5A in SDS Lentera Harapan by the number of students by 36 students consisting of 19 female students and 17 male students. The study was conducted using a model of classroom action research conducted three cycles, each cycle consisting of four stages: planning, action, observation and reflection. The data collection is done by using observation observer, student test results, and additional instruments such as interview sheets, sheet learning motivation and creativity sheet. The results showed that the Problem Based Learning Math can help the learning process. Stages Problem Based-Learning helps students to understand the issues in the matter and the process to get a response. The development is seen in students' motivation in cycle 1 to cycle 3 to increase. Creativity and mastery of the concept of student learning outcomes have not been able to increase in cycle 1 to cycle 3 with entirely due process of problem-based learning-Learning newly conceived and performed by students. Math learning outcome of the results of the summative second cycle in which more than 70% the number of students successfully meet the KKM.</p>

Pengembangan Perangkat Pembelajaran Matematika Berbasis Masalah untuk Melatih Keterampilan Metakognitif Peserta Didik

This research aims to develop the qualified instructional design in Mathematical problem-based learning to increase the Students’metacognitive skills on sine, cosine, and triangles area materials. It used thePlomp model development procedure that consists of the initial investigativephase; the design phase; the realization phase; the testing phase, the evaluation,and revision phase; and the implementation phase. Furthermore, to develop theinstruction, the design was adapted to the characteristic and learning syntaxbased on problem-based learning. The instructional designs that have beendeveloped through this research are lesson plans, material, student worksheets,and achievement tests. Based on the result and try-out that were analyzed, theinstructional design-based problem learning to increase the student’smetacognitive skills of the Tenth Grade of SMA Negeri 3 Palopo on sine, cosine,and triangles materials meets valid, practical, and effective criteria.

Developing Mathematical Problem-Based Learning Devices on Social Aritmetic Topic to Improve Creative Thinking Skills of Junior High Schools Students

The objective of this development research is to produce a mathematical problem-based learning tool on the topic of social arithmetic to improve the creative thinking skills of junior high school students. This research describes the quality of the learning tools developed in terms of three aspects, namely validity, practicality, and effectiveness. The development model employed in the development of this learning device is the ADDIE model. The ADDIE model consists of analysis, design, development, implementation, and evaluation. Learning devices meet the validity criteria indicated by the lesson plan score of 151 in the very good category. The assessment score of student's worksheet is 125 which is in a very good category. Teacher questionnaire responses obtain a score of 87 which is in the very practical category and the student response questionnaire obtains a score of 68.29 which is in the very practical category. The results of the analysis on the effectiveness show that the learning device meets the effectiveness criteria viewed from the percentage of completeness of 87%, the significance value of 0,000 <α (0.005), and the value of t count (6,604)> t table (1,645).

ANALYSIS OF MATHEMATICS BASED LEARNING PROBLEM WITH SCIENTIFIC APPROACH IN EDUCATOR CLASS XI MIPA IN SMA NEGERI 7 MAKASSAR

This study aims to describe Mathematical Problem-Based Learning with a scientific approach on educators class XI MIPA in SMA Negeri 7 Makassar. The result of the research shows that: 1) In developing RPP, mathematics teacher of XI MIPA class in SMA Negeri 7 Makassar is still arranged in collaboration, the reason is still lack of understanding about RPP development mechanism in accordance with Permendikbud Number 22 year 2016. 2) Problem Based Implementation Process mathematics with a scientific approach in the class XI MIPA in SMA Negeri 7 Makassar has not run optimally. This is seen in the indicators at each stage of the core activity on the aspect of the educator applying the scientific approach, and on the application aspects of Problem Based Learning has not been fulfilled. The constraints faced by educators are the difficulty of changing the views of educators who are still a little carried away with the curriculum before the Curriculum 2013, the lack of knowledge and the ability of educators in facilitating the process of Problem Based Learning with scientific approach, and time management in implementing the process of Problem Based Learning Implementation with scientific approach.

The Implementation of Mathematical Problem-Based Learning Model as an Effort to Understand the High School Students’ Mathematical Thinking Ability

The ability to think mathematically includes many mental activities which involve the workings of the brain. To describe students’ mathematical thinking ability, one of the efforts that can be done is to apply the mathematical problem-based learning model. It involves students to solve a problem through scientific method stages, so that students can learn the knowledge related to the problem and also have the ability to solve the problem. This study aims to describe students’ mathematical thinking ability through Mathematical Problem-Based Learning Model.This type of research is qualitative. The subjects of the study were senior high school students in the city of Parepare. The data collections were conducted by observing the learning process in class and giving the assignment/test to the students. The collected data were then analyzed qualitatively. Based on the results of research and discussion it is concluded that the students ability to think have sequences in the activities of mathematical thinking with the application of mathematical problems-based learning model. Therefore, the students’ mathematical thinking ability is described as follows: (1) identification stage of the problem, (2) the grouping stages, and (3) drawing conclusions.

Application of problem-based learning in elementary mathematics

In contemporary teaching the focus is moving from mere obtaining of knowledge towards the process of knowledge acquisition, and one of the basic tasks of contemporary schools is to prepare the students for independent learning and development of their creative thinking. Problem-based learning, being a type of learning where a student is presented with a problem which can be solved with reorganization of already existing knowledge, enables the achievement of these goals to a great extent. This paper presents the results of a research whose goal was to examine the opinions and attitudes of teachers on frequency and importance of problem-based learning application, and on all the ways the problem-based learning can be organized in mathematics classes, as well as to analyze the opinions and experiences of students with mathematics taught by application of problem-based learning. 67 teachers and 94 third grade students of different primary schools in Vranje have been surveyed. The results show that both teachers and students have positive opinion on the application of problem-based learning in mathematics. The teachers are familiar with the importance and advantages of problem-based learning application, but are not familiar enough with the basic didactic-methodical demands which have to be followed during planning, organization and realization of this type of teaching. The classes organized in this manner have been found rather interesting by the students, and majority of them would like to experience these kind of classes more often, not only when it comes to mathematics but also the other subjects. They also believe that the acquisition of knowledge in this way requires maximal activity and that the acquired knowledge is superior in quality.

ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X TAHUN PELAJARAN 2013 / 2014 KABUPATEN NGAWI

<p><strong>Abstract:</strong> The purpose of this research was to describe the planning, implementation process of learning undertaken by teachers of mathematics and constraints experienced during the process of mathematical problem-based learning with a scientific approach in class X SMAN 1 Jogorogo. This research was a qualitative study. These subject are taken using purposive sampling. The subjects of this study were the teacher math in class X. Data collection techniques in this study were documentation, interviews and observations. Techniques to validate that the data source triangulation and triangulation time. The data analysis technique used was the concept of Miles and Huberman consists of data reduction, data display, and conclusion. The results showed that the planning process of mathematical problem-based learning with a scientific approach was not maximal yet, seen in the preparation of lesson plans which teachers only see examples of other schools and only see a reference to the syllabus. Implementation of the learning process is done the math teacher in class X SMAN 1 Jogorogo was not maximal yet. Visible in the indicator 5M on core activities are observing, asking, gather information, and communicate their associates have not done all. In observing the activities of students had no difficulty, however, go into the next phase indicator and students are still difficulties in doing so. In the event of problem making students ask questions, lack of motivation and imagination. Collect information on the activities of students also have difficulty in learning resources are used only for math books grade students associate X. At this stage also looks still difficulty in processing information, although sometimes the teacher has given direction that the students tried to process the information that has been obtained. At that last stage quite well in communicating the results, good enough student responses revealed the results even though the teacher had to call one of the students without first. Overcoming the problems found in the process of mathematical problem-based learning with a scientific approach to teacher always gives motivation at any stage of learning and trying to develop a problem-based learning with a scientific approach.</p><p><br /> <strong>Keywords:</strong> PBL, Scientific Approach</p>

Collaborative problem-based learning in mathematics: A cognitive load perspective

Mathematics educators have struggled to improve learners’ performance in mathematics. Based on the cognitive load theory, many conventional instructional formats are less than effective because little consideration is given to the concept of cognitive processing capacity. Thus, investigation into problem-based learning (PBL) has been undertaken. This study examined the effects of PBL on educational statistics course. Six PBL modules, which consisted of scenarios and guided questions, were used during a 10-week teaching. Comparing students’ performances based on two tests showed that there was a significant difference between the mean performance of the PBL group and that of the conventional group – indicating PBL efficacy.

Problem-Based Learning in Mathematics

A teacher of mathematics has a great opportunity. If he fills his allotted time with drilling his students in routine operations, he kills their interest, hampers their intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to their knowledge and helps them to solve their problems with stimulating questions, he may give them a taste for, and some independent means of, independent thinking.