Open AccessStudent’s problem solving abilities in Project Based Learning (PjBL) based on Learning Community (LC)
Author(s) -
A K A Faozi,
H Hobri,
Mohamat Fatekurohman,
Kurratul Aini,
D Yuniar
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1538/1/012070
Subject(s) - mathematics education , class (philosophy) , test (biology) , statistic , project based learning , sample (material) , cooperative learning , problem based learning , process (computing) , control (management) , value (mathematics) , computer science , psychology , mathematics , teaching method , artificial intelligence , machine learning , statistics , paleontology , chemistry , chromatography , biology , operating system
This research intended to develop the mathematics learning device with Project Based Learning which based on Learning Community and presents the effects of developing problem solving on project-based learning by providing different cases secondary level students (SMK) (n = 84). The purpose of this article is to understand clearly and deeply how the learning methodology can influence the process and learning outcomes. Project based learning by solving different problems is possible to develop creative ideas while increasing highly developed skills. The fact shows that their average of problem solving skill is still relatively low. Therefore, in this study, we will apply project-based learning to improve their problem solving. This type of research is a mixed method, which combines quantitative and qualitative research. The quantitative method is used to analyze student learning outcomes, while the qualitative method is used to analyze students’ mathematical problem solving. The Respondents in this study consist of three classes, namely two experimental class of 56 students and a control class of 28 students. The research shows that pre-test result of both classes indicates that the three classes are homogeneous. While the post-test result shows that the average of the three classes is significantly different. The inferential statistic result of independent sample t -test of students learning outcomes post-test shows that the sig (2-tailed) is 0.00 (p ≤ 0,05), thus it is significant. Furthermore, Due to the significance value is less than 0.05, it means that H0 is rejected; H1 is received. Therefore, the learning outcomes of students’ problem solving abilities in the experimental class are better than the control class.