Problem Based Learning in Mathematics: From the Higher Into the Lower Level of Students

摘要

Teacher-oriented learning and lack of teachers' understanding on how to teach mathematics is presumably resulting in a lack of student mathematics understanding. Problem Based Learning (PBL) model places students as a center in learning activities where creativity, challenging conditions, contextual and diverse student learning experiences are established through solving problems related to mathematics. The aim of this research to investigate the effect of PBL model on mathematics learning. This research was a quasi-experimental research with a randomized complete block design. The sample of this research was Class 8A students for the experimental class and Class 8B for the control class at one of secondary school at Belang- North Sulawesi. Each class consist of 16 students, divided into high and low levels of student, which is based on prior learning mastery. The result of research shows that PBL gave a positive impact to students' understanding on mathematics in both of higher and lower level of student. Moreover, it is shown there was no significant difference in mathematics understanding between student with PBL model and classical model for students with higher level, meanwhile the significant differences was shown in students' understanding between PBL model class and classical model class in lower prior knowledge students; there is no significant difference in learning outcomes between high prior knowledge students and low level students.