Abstract

This study aimed to describe the effectiveness of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) models and to compare the effectiveness of PBL and PjBL learning models in terms of students' self-regulated learning and mathematical reasoning. The study used a quantitative approach using a quasi-experimental research design, specifically a nonequivalent comparison group design. The research was conducted at a public junior high school in Metro City, Lampung, during the even semester of the 2023/2024 academic year. The research sample consisted of class VII 1, which used the PBL learning model, and class VII 3, which used the PjBL learning model. Data collection instruments included a self-regulated learning questionnaire and a mathematical reasoning test. For inferential analysis, multivariate normality assumption tests and homogeneity of covariance matrices tests were performed, followed by one-sample mean vector tests and one-sample t-tests, and then MANCOVA tests. The results of the study indicated that both PBL and PjBL learning models were effective, and the PBL model was found to be as effective as the PjBL model in terms of students' self-regulated learning and mathematical reasoning.

Keywords

  • Problem-Based Learning
  • Project-Based Learning
  • Self-Regulated Learning
  • Mathematical Reasoning.

References

  1. Tanujaya, B., Mumu, J., & Margono, G. (2017). The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction. International Education Studies, 10(11), 78. https://doi.org/10.5539/ies.v10n11p78
  2. Ball, D. L., & Bass, H. (2003). Making Mathematics Reasonable in School. A Research Companion to Principles and Standards for School Mathematics, October, 27–44.
  3. NCTM. (2000). Principles and Standards for School Mathematics. Library of Congress Cataloging in Publication Data. https://www.ptonline.com/articles/how-to-get-better-mfi-results
  4. Rosnawati, R. (2013). Kemampuan Penalaran Matematis Siswa SMP Indonesia pada TIMSS 2011. Prosiding Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA, 1–6. https://scholar.google.com/scholar?cluster=18272530437692627272&hl=en&oi=scholarr
  5. Raharjo, S., Saleh, H., & Sawitri, D. (2020). Analisis Kemampuan Penalaran Matematis Siswa dengan Pendekatan Open–Ended dalam Pembelajaran Matematika. Paedagoria: Jurnal Kajian, Penelitian Dan Pengembangan Kependidikan, 11(1), 36–43. https://doi.org/10.31764/paedagoria.v11i1.1881
  6. Mulyana, A., & Sumarmo, U. (2015). Meningkatkan Kemampuan Penalaran Matematik dan Kemandirian Belajar Siswa SMP melalui Pembelajaran Berbasis Masalah. Didaktik, 9(1), 40–51. http://e-journal.stkipsiliwangi.ac.id/index.php/didaktik/article/view/116
  7. Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
  8. Mohammadi, R. R., Saeidi, M., & Abdollahi, A. (2023). Modelling the Interrelationships Among Self-Regulated Learning Components, Critical Thinking and Reading Comprehension by PLS-SEM: A Mixed Methods Study. System, 117(February 2022), 103120. https://doi.org/10.1016/j.system.2023.103120
  9. Kurnia, D., & Warmi, A. (2020). Analisis Self-Regulated Learning dalam Pembelajaran Matematika padaSiswa SMP Kelas VIII Ditinjau dari Fase-fase Self-Regulated Learning. Prosiding Sesiomadika, 2(1b), 386–391.
  10. Hapsari, I. I., & Fatimah, M. (2021). Inovasi Pembelajaran Sebagai Strategi Peningkatan Kualitas Guru Di SDN 2 Setu Kulon. Standarisasi Pendidikan Sekolah Dasar Menuju Era Human Society 5.0, 187–194.
  11. Khoerunnisa, P., & Aqwal, S. M. (2020). Analisis Model-model Pembelajaran. Fondatia: Jurnal Pendidikan Dasar, 4(1), 1–27. https://doi.org/10.36088/fondatia.v4i1.441
  12. Setyosari, P. (2017). Menciptakan Pembelajaran Yang Efektif dan Berkualitas. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran) Kajian Dan Riset Dalam Teknologi Pembelajaran, 1(5), 20–30. https://doi.org/10.17977/um031v1i12014p020
  13. Ali, N., Dhere, T. A., Bates, J. E., Lorenz, J. W., Janopaul-naylor, J. R., Schlafstein, A. J., Patel, P. R., & Lin, J. Y. (2023). Integration of Radiation Oncology into the Preclinical Curriculum through Problem-Based Learning. Practical Radiation Oncology. https://doi.org/10.1016/j.prro.2023.08.013
  14. Hidajat, F. A. (2023). A Comparison Between Problem-Based Conventional Learning and Creative Problem-Based Learning on Self-Regulation Skills: Experimental Study. Heliyon, 9(9), e19512. https://doi.org/10.1016/j.heliyon.2023.e19512
  15. Song, P., & Shen, X. (2023). Application of PBL combined with traditional teaching in the Immunochemistry course. BMC Medical Education, 23(1), 1–7. https://doi.org/10.1186/s12909-023-04678-3
  16. Fitriani, Loka, I. N., Junaidi, E., & Al-Idrus, S. W. (2019). Studi Komparasi Pengaruh antara Model Pembelajaran Problem Based Learning (PBL) dan Self Regulated Learning (SRL) terhadap Hasil Belajar Kimia. Chemistry Education Practice, 2(1), 6. https://doi.org/10.29303/cep.v2i1.1130
  17. Wiyanti dan Leonard. (n.d.). Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Penalaran Matematis Siswa. 2017, 611–623.
  18. Tan, J. C. L., & Chapman, A. (2016). Project-Based Learning for Academically-Able Students. Sense Publishers Rotterdam/Boston/Taipei.
  19. Gratchev, I. (2020). Rock Mechanics Through Project-Based Learning. CRC Press Taylor & Francis Group.
  20. Marnewick, C. (2023). Student Experiences of Project-Based Learning in Agile Project Management Education. Project Leadership and Society, 4(March), 100096. https://doi.org/10.1016/j.plas.2023.100096
  21. Susilowaty, N. (2020). Pengaruh Model Pembelajaran Project Based Learning terhadap Peningkatan Kemampuan Self-Regulated Learning Mahasiswa Universitas Advent Indonesia. Jurnal Padegogik, 3(1), 71–80. https://doi.org/10.35974/jpd.v3i1.2235
  22. Sauri, S. (2017). Meningkatkan Kemampuan Penalaran Matematis Siswa SMP di Kota Bandung melalui Model Pembelajaran PjBL (Project Based Learning). Intermathzo, 2(1). http://jurnal.fkip.unla.ac.id/index.php/intermathzo/article/view/269
  23. English, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). http://dx.doi.org/10.7771/1541-5015.1339
  24. Hasibuan, M., Minarni, A., & Amry, Z. (2022). Pengaruh Kemampuan Awal Matematis dan Model Pembelajaran (PjBL dan PBL) terhadap Kemampuan Penalaran Matematis dan Disposisi Matematis Siswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 06(02), 2298–2317.
  25. Ratri, I. R., & Nurfalah, E. (2023). Studi Komparasi Model Problem Based Learning (PBL) dan Project Based Learning (PjBL) terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 4 Tuban Tahun Pelajaran 2022/2023. Innovative: Journal of Social Science Research, 3(3), 10985–11001.
  26. Kurniawan, R. I., Rosjanuardi, R., & Albania, I. N. (2022). Analisis Kesulitan Siswa Dalam Menyelesaikan Soal Induksi Matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 3777. https://doi.org/10.24127/ajpm.v11i4.6106
  27. Johnson, R. A., & Wichern, D. W. (2007). Applied Multivariate Statistical Analysis. 6th Edition. Pearson Prentice Hall.
  28. Ronald, A., Pennell, C. E., & Whitehouse, A. J. O. (2011). Prenatal Maternal Stress Associated with ADHD and Autistic Traits in early Childhood. PMC.
  29. Pituch, K. A., & Stevens, J. P. (2015). Applied Multivariate Statistics for the Social Sciences Analyses with SAS and IBM’s SPSS, Sixth Edition. Routledge Taylor & Francis Group London and New York.