Ramadhani, Hidayati Rais

Pengaruh Model Project Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis Siswa

Introduction

Pengaruh model project based learning terhadap kemampuan pemecahan masalah matematis siswa. Pengaruh Project Based Learning terhadap kemampuan pemecahan masalah matematis siswa kelas X SMK N 10 Merangin. PBL lebih efektif daripada pembelajaran konvensional.

Abstract

The purpose of this study was to determine and describe the mathematical problem-solving ability before and after being taught using a project-based learning model. This type of research is quasi-experimental with posttest-only control design. This research was conducted at SMK N 10 Merangin with a population of 169 grade X students and simple random sampling to provide equal opportunities for each member of the population to be selected as a sample. The selected samples were 28 students of class X Visual Communication Design (DKV) and 28 students of Engineering and Motorcycle Business 1 (TBSM 1). The research instrument in the form of an essay test totaling 5 items that have been tested for validity, and significance, with a medium and easy difficulty index according to the indicators of mathematical problem-solving ability and reliability. Data analysis technique with normality test using Kolmogorov-Smirnov and Hartley test for homogeneity. Data analysis obtained the score of mathematical problem-solving skills of the experimental class 49.39 and the control class 43.54. The mastery level of mathematical problem-solving skills of the experimental class was 81%, and the control class was 71.5%. Because the data is normally distributed and the variance is not homogeneous, the hypothesis test was obtained, and dan dengan > atau 3,848 > 1,771. So, it can be concluded that the Mathematical Problem-Solving Ability taught with project-based learning is better than conventional learning with the expository method for class X students of SMKN 10 Merangin in the 2024/2025 academic year.

Review

This study investigates the impact of Project-Based Learning (PBL) on students' mathematical problem-solving abilities, a highly relevant topic given the increasing emphasis on active learning strategies in education. The abstract clearly outlines a quasi-experimental design with a posttest-only control group, conducted at a specific vocational high school (SMK N 10 Merangin) with appropriate sampling methods. The researchers also demonstrate diligence in instrument development, indicating that the essay test items were validated for validity, significance, difficulty, and reliability, which lends credibility to the data collection process. The application of standard statistical preliminary tests for normality (Kolmogorov-Smirnov) and homogeneity (Hartley) further strengthens the methodological approach. However, several critical points require clarification to enhance the study's rigor and clarity. Firstly, there is a contradiction in the abstract: it states the purpose was to determine abilities "before and after" being taught with PBL, but then specifies a "posttest-only control design." If pre-test data were not collected, the "before and after" claim within the same group is misleading and should be rephrased to reflect a comparison between groups post-intervention. Secondly, the presentation of the hypothesis test result is incomplete and ambiguous ("dan dengan > atau 3,848 > 1,771"). Given that the variance was non-homogeneous, the specific statistical test used (e.g., Welch's t-test) should be explicitly named, and its results (test statistic, degrees of freedom, and p-value) should be reported in a standard academic format. Furthermore, the abstract reports both average scores (49.39 vs 43.54) and "mastery level" percentages (81% vs 71.5%); the derivation of these mastery percentages from the raw scores, including the specific criteria or threshold for defining "mastery," needs explicit explanation. Despite these necessary clarifications, the study yields a compelling finding that Project-Based Learning demonstrably improves mathematical problem-solving abilities compared to conventional expository methods. The conclusion that the experimental class outperformed the control class is well-supported by the reported data, highlighting the potential benefits of PBL in vocational education settings. While the core finding is valuable, substantial revisions addressing the methodological and statistical reporting inconsistencies are imperative. Once these ambiguities are resolved, this research has the potential to make a significant and clear contribution to the literature on effective pedagogical approaches in mathematics education.

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