IMPLEMENTATION OF A PROBLEM-BASED LEARNING MODEL VIEWED FROM STUDENTS’ LEARNING STYLES ON STUDENTS’ MATHEMATICAL PROBLEM SOLVING

Mapeni Mapeni, Rahmad Bustanul Anwar, Dwi Rahmawati, Cornelia Victoria Anghel

Abstract


Students’ mathematical problem-solving ability remains a challenge in secondary education, particularly due to the dominance of teacher-centered conventional methods. This study aims to analyze the effectiveness of the Problem Based Learning (PBL) model in relation to students’ learning styles (visual, auditory, and kinesthetic) on mathematical problem-solving skills. A quantitative approach with a quasi-experimental design was employed, involving 60 eleventh-grade students divided into experimental (PBL) and control (conventional) groups. Research instruments included a problem-solving test and a learning style questionnaire, with data analyzed using Two-Way ANOVA. The results revealed that: (1) there were significant differences in problem-solving abilities based on students’ learning styles; (2) the PBL model was more effective than the conventional model; and (3) a significant interaction existed between learning models and learning styles in influencing students’ problem-solving performance. Therefore, implementing PBL in alignment with students’ learning styles is proven to enhance the effectiveness of mathematics instruction in secondary schools. 


Keywords


Problem Based Learning; Learning Styles; Problem Solving; Mathematics Instruction

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References


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DOI: https://doi.org/10.36269/hjrme.v9i1.4102

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