The effectiveness of problem-based learning (PBL) in improving mathematical conceptual understanding and numeracy of grade VIII students
DOI:
https://doi.org/10.66161/708562Keywords:
Problem-Based Learning, mathematical conceptual understanding, Numeracy, junior high schoolAbstract
This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model in improving students’ mathematical conceptual understanding and numeracy skills at the junior high school level. This research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group design. The participants consisted of two Grade VIII classes of SMP Negeri 2 Bambanglipuro, with 32 students in each class. The experimental group was taught using the PBL model, while the control group received expository learning. Data were collected through validated and reliable tests of mathematical conceptual understanding and numeracy. Data analysis included the Independent Samples t-test, One-Sample Z Test, One-Sample Proportion Z Test, and N-Gain analysis. The results showed that students in the PBL class achieved an average posttest score equal to or higher than the Minimum Mastery Criterion (MMC = 75) with a mastery proportion of 75%. The N-Gain scores for mathematical conceptual understanding and numeracy were 0.7587 and 0.8218, respectively, which fall into the high category. These findings indicate that the PBL model is effective in enhancing students’ mathematical conceptual understanding and numeracy skills.
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