Improving students’ problem-solving ability and learning motivation through problem based learning model in senior high school

Abstract

Students’ problem-solving abilities and motivation to learn mathematics is still not as expected. Most students struggle with mathematical problems that are presented in the form of word problems and non-routine problems. The purpose of this study was to determine the improvement of students’ problem-solving ability and learning motivation using PBL model. This study used a quantitative approach with experimental research type. Analyses were carried out using two-way ANAVA test at a significance level of 0.05. The study proves that the improvement of the problem-solving ability of students who were taught using PBL model is better than the students who were taught using conventional learning with a t-count of 2.734 and sig. (1-tailed) = 0.004 (sig ≤ α). The results of the study also showed that the improvement in students’ learning motivation through the application of PBL model was better than those who were taught using conventional learning with a t-count of 1.364 and a sig. value (1-tailed) = 0.0095 (sig ≤ α). PBL model provides positive value for students’ problem-solving skills and learning motivation.

A Task-based learning application in Higher Education, for future teachers of primary and preschool education

“…(Ikhsan, 2020) Moreover, social problemsolving ability is important in the adjustment of the university student body and, beyond influencing student adjustment in academic contexts, it could also provide tools for various situations in students' daily life. (Fuente, et al, 2023) 5. Sharing individual experiences.…”

La habitación de escape como estrategia en la resolución de problemas

“…Generalmente, la resolución de problemas puede beneficiar la motivación de los estudiantes hacia la asignatura para lograr un aprendizaje más efectivo (Hasrawati et al, 2020). Sin embargo, para ello se requiere modificar el contexto tradicional y unidireccional de enseñanza y aprendizaje con el objetivo de lograr una interacción adecuada entre los agentes educativos implicados (Font, 2011).…”