The Effect Of Using The Problem Based Learning Model On Learning Outcomes And Learning Motivation In The Mathematics Subject Of Integrated Numbers For Up To 10,000 Grade 3 Students In Elementary School

Siti Hajar Roisa Zam Zahrawani; Dya Ayu  Agustiana Putri; Frita Devi Asriyanti

doi:10.49056/ijit.v6i2.1750

Siti Hajar Roisa Zam Zahrawani universitas bhinneka PGRI
Dya Ayu Agustiana Putri Universitas Bhinneka PGRI
Frita Devi Asriyanti Universitas Bhinneka PGRI

DOI: https://doi.org/10.49056/ijit.v6i2.1750

Keywords: problem based learning, elementary school, pemahaman konsep

Abstract

The application of mathematical learning models on the topic of whole numbers up to 10,000 is often considered abstract by 3rd grade elementary school students, resulting in low interest and cognitive learning outcomes in elementary school. This study aims to analyze the effect of the Problem Based Learning (PBL) model on improving student learning outcomes and interest in the material. The research method used is quantitative with a Quasi Experimental Design through a Nonequivalent Control Group Design. The research sample involved two whole classes at SDN 1 Jepun which were selected purposively, namely the experimental class (46 students) using the PBL model and the control class (47 students) using conventional methods. The research instruments were a learning interest questionnaire and a learning outcome test that had been validated and had very high reliability (alpha = 0.977 and 0.984). The data analysis technique was carried out statistically using the MANOVA test through the Jamovi application version 2.7.12. The results of the study showed a significance value of p < 0.001 in the multivariate test (Pillai's Trace, Wilks' Lambda) and univariate tests, which proved a significant difference in interest and learning outcomes between the experimental and control groups. This finding confirms that the use of the PBL model has a strong positive impact compared to conventional learning.

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