Impact of Problem-Based Learning on Students’ Mathematical Performance: A Quasi-Experimental Study
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Resumo
Background: Many students still struggle to learn mathematics effectively, especially when lessons rely heavily on teacher explanations and lack real-world connection. To improve this, teaching strategies that involve students actively in the learning process are needed. One of them is the Problem-Based Learning (PBL) model, which helps students learn through solving meaningful problems. Aims: This study explores how the Problem-Based Learning model influences students’ understanding and performance in mathematics, focusing on the topic of linear equations in two variables for Grade VIII students. Methods: A quasi-experimental design was applied, involving two student groups: one group was taught using the PBL model, while the other used traditional instruction. Students were given problem-solving tests before and after the learning activities. These tests were used to see how their skills developed during the learning process. Finding: Students who took part in the learning process using the PBL method showed better understanding and stronger problem-solving abilities than those in the conventional group. The approach encouraged them to think more deeply, participate actively, and relate mathematics to everyday situations. Significance: This research highlights that PBL can be a useful method for improving students’ learning results in mathematics. Teachers are encouraged to consider using this model in their classes to make learning more meaningful and effective.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Transdisiplinary Studies in Education, v. 1, n. 1, p. 30-37
- Editora
- CV. SPDF Harmony
- Ano
- 2025 (2025-05)
- Idioma
- en
- Palavras-chave
- linear equations; mathematics education; problem-based learning; problem solving; student achievement.
- Temas
- Álgebra, Resolução de Problemas
- DOI
- 10.64268/jtse.v1i1.12
- ISSN
- 3109-3949
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
AMINAH, Siti; PIXYORIZA; QOMARIYAH, Siti. Impact of Problem-Based Learning on Students’ Mathematical Performance: A Quasi-Experimental Study. Journal of Transdisiplinary Studies in Education, v. 1, n. 1, p. 30-37, 2025. DOI: https://doi.org/10.64268/jtse.v1i1.12.
APA
Aminah, S., Pixyoriza,, & Qomariyah, S. (2025). Impact of Problem-Based Learning on Students’ Mathematical Performance: A Quasi-Experimental Study. Journal of Transdisiplinary Studies in Education, 1(1), 30-37. https://doi.org/10.64268/jtse.v1i1.12
BibTeX
@article{aminah2025,
author = {Aminah, Siti and Pixyoriza and Qomariyah, Siti},
title = {Impact of Problem-Based Learning on Students’ Mathematical Performance: A Quasi-Experimental Study},
year = {2025},
journal = {Journal of Transdisiplinary Studies in Education},
volume = {1},
number = {1},
pages = {30-37},
publisher = {CV. SPDF Harmony},
doi = {10.64268/jtse.v1i1.12},
language = {en}
}RIS
TY - JOUR AU - Aminah, Siti AU - Pixyoriza AU - Qomariyah, Siti TI - Impact of Problem-Based Learning on Students’ Mathematical Performance: A Quasi-Experimental Study PY - 2025 JO - Journal of Transdisiplinary Studies in Education VL - 1 IS - 1 SP - 30 EP - 37 DO - 10.64268/jtse.v1i1.12 LA - en ER -
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