The Effect of the Problem Based Learning (PBL) Learning Model on the Understanding of Mathematical Concepts in Time Unit Materials
Abstract
This study aims to analyze the effect of the use of the Problem Based Learning (PBL) learning model on the understanding of mathematical concepts in the time unit material of grade 4 students of SDN 01 Padangsidimpuan City, North Sumatra, Indonesia. This study uses a quantitative method with a quasi-experimental design involving Randomized Control Group Only Design through pretest and posttest. The research sample consisted of 45 students who were divided into two groups, namely the experimental group and the control group. The experimental group received learning using the PBL model, while the control group used conventional methods. The research instrument in the form of a test of understanding of mathematical concepts was given before and after treatment. Data analysis was carried out using a t-test to see significant differences between pretest and posttest results. The results showed that students who participated in learning with the PBL model experienced a significant increase in conceptual understanding compared to the control group. The average score of the posttest of the experimental group was higher than the pretest score, showing the effectiveness of the application of PBL in improving students' understanding of mathematical concepts, especially in the unit of time material. Thus, the use of the PBL learning model can be used as an alternative in improving the quality of mathematics learning at the elementary school level.
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