THE EFFECT OF PROBLEM-BASED LEARNING ON PHASE E STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY

Abstract

This quasi-experimental study examined differences in mathematical problem-solving ability and its improvement between Grade X students taught using Problem-Based Learning (PBL) and those taught using conventional instruction with a scientific approach. The study employed a non-equivalent pretest-posttest control group design. The final sample comprised 84 students from SMA Negeri 4 Pekanbaru: 42 students in the experimental class (X.6) and 42 in the control class (X.4). Data were obtained from students’ initial mathematical ability scores, KPMM pretests and posttests, and normalized gain (N-gain). Data analysis involved normality and variance-homogeneity tests followed by independent-samples mean comparisons; a t′ test was used for posttest scores because the variances were not homogeneous. The reported mean posttest scores were 80.33 for the experimental class and 65.54 for the control class (p = 0.030). The mean N-gain values were 0.7019 and 0.4354, respectively, with a significant difference (p = 0.034). These findings indicate that the experimental class achieved higher posttest performance and greater improvement.