Development of a student worksheet on the problem-based learning model to improve mathematical representation ability and learning interest
DOI:
https://doi.org/10.12928/jrkpf.v13i1.1532Keywords:
Learning interest, Mathematical representation, Problem-Based LearningAbstract
This study addresses the low level of students' mathematical representation ability and learning interest in wave topics, highlighting the need for more effective instructional approaches. The study aims to develop and implement a student worksheet based on the Problem-Based Learning (PBL) model to improve these two aspects. A pre-experimental design with a one-group pretest–posttest format was employed, involving 34 students as research participants. Data were collected using pretest and posttest instruments to measure mathematical representation ability, along with a learning interest questionnaire. The data were analyzed using a paired-sample t-test to examine differences before and after the intervention, and the effect size was calculated to determine the magnitude of the impact. The results indicate that the PBL-based worksheet has a positive and significant effect on students' mathematical representation ability (p < 0.001) with a large effect size (d = 2.1). However, its effect on learning interest is not statistically significant (p = 0.318) with a small effect size (d = 0.18). In conclusion, the PBL approach is effective in enhancing students' mathematical representation ability, but less effective in fostering learning interest. These findings imply that integrating additional or complementary instructional strategies is necessary to improve students' interest in physics more effectively.
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