Problem-based learning and authentic assessment on conceptual understanding and ability to solve mathematical problems

Abstract

This study was aimed at finding out: 1) the difference in concept understanding and ability to solve mathematical problems between the students who were facilitated with problem-based learning model and those facilitated with conventional learning model; 2) the difference in concept understanding and ability to solve mathematical problems between the students who were facilitated with authentic assessment and those who were facilitated with conventional assessment; and 3) the effect of interaction between learning model and assessment model on concept understanding and ability to solve mathematical problems. This study was conducted at Politeknik Negeri Bali by using the 2x2 factorial experimental design. The sample consisted of 110 students. The data was collected using a test which has been validated, proved to have a reliability coefficient of 0.83 for concept comprehension test, and 0.88 for the problem-solving test. Furthermore, the data were analyzed with two-way Manova. The result of analysis showed significantly that: (1) there was a difference in concept understanding on mathematical problem-solving ability between the students facilitated with problem-based learning model and those facilitated with conventional model; (2) there was a difference in concept understanding and problem-solving ability between the students who were facilitated with authentic assessment, and those facilitated with conventional assessment; and (3) there was an effect of interaction between learning model and assessment on conceptual understanding and ability to solve mathematical problems.

Problem-based learning approach to improve service skills of badminton in physical education learning

“…Revealed that the research conducted by him to find out the application of problem-based learning models for 1) differences in concept understanding and ability to solve mathematical problems between students who were facilitated with problem-based learning models and who were facilitated with conventional learning models; 2) differences in understanding concepts and the ability to solve mathematical problems between students who are facilitated by authentic assessment and those who are facilitated by conventional assessment and 3) the effect of the interaction between learning models and assessment models on understanding concepts and the ability to solve mathematical problems [24]. The results obtained are, the application of learning through the problem-based learning model shows significantly that: (1) there is a difference in the understanding of concepts in mathematical problem-solving abilities between students facilitated with problem-based learning models and those who are facilitated with conventional models; (2) there are differences in the concepts of understanding and problem-solving ability between students who are facilitated with authentic assessments, and those who are facilitated with conventional assessments; and (3) there is an interaction effect between learning and assessment models on conceptual understanding and the ability to solve mathematical problems explained that the application of the problem-based learning model had a significant effect on the learning history of fifth-grade students at SDN 46 Banda Aceh [25]. Problem-based learning can be a solution to solve the problem of learning history in appreciating historical heritage material for fifth-grade students at SD Negeri 46 Banda Aceh.…”

Students as Designers of E-book for Authentic Assessment

“…Rather, assessment must become an integrated, ongoing and seamless part of the learning environment. It has to be designed and implemented in accordance with teaching strategies (Darma, Candiasa, Sadia, & Dantes, 2018). Assessment must not only be integrated with instruction but must focus on the learning process as well as the learning products (Case, 2015).…”

“…They were also engaged in higher-order thinking, solving problems and thinking creatively. This social engagement in the e-book project had empowered them to become autonomous, self-directed (English & Kitsantas, 2013) and lifelong learners (Darma et al, 2018). The relevance of authentic assessment has also boosted their confidence to recommend the subject to their friends.…”

Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature

“…It has been established that authentic assessments were used in four of our reviewed studies. While Rosli et al (2013) used authentic assessment as an assessment strategy, Darma et al (2018) used a 2x2 factorial experimental study design. Using a performance rubric, Rosli et al (2013) found authentic assessment to be effective in examining students' ability to solve and pose mathematical problems.…”

“…Using a performance rubric, Rosli et al (2013) found authentic assessment to be effective in examining students' ability to solve and pose mathematical problems. Likewise, Darma et al (2018) employed a two-way multiple analysis of variance statistical technique on a sample of 110 students. Their results showed that there was a significant difference in conceptual understanding and mathematical problemsolving between students who were taught with authentic assessment and those who were taught with the conventional assessment strategies.…”