Implementasi Problem Based Learning Berbasis Teknologi Digital terhadap Kemampuan Pemecahan Masalah Matematis Siswa

Abstract

This study aims to examine the difference in the improvement of mathematical problem-solving skills between students taught using a digitally integrated Problem Based Learning (PBL) model and those taught through conventional instruction. The research employed a quasi-experimental design with a pretest–posttest control group. The sample consisted of 32 students in the experimental group and 33 students in the control group, selected through purposive sampling. The research instrument was an open-ended mathematical problem-solving test that had been validated and demonstrated high reliability. Data were analyzed using descriptive statistics and an Independent Sample t-test on N-Gain scores after fulfilling the assumption of homogeneity of variance. The findings revealed that the average N-Gain score of students in the experimental group was higher than that of the control group (0.606 > 0.412), and the t-test indicated a significant difference in improvement between the two groups (t = 3.587, p < .001). The effect size value of 0.890 indicates a large and practically meaningful impact on students’ mathematical problem-solving improvement. Therefore, the digitally integrated PBL model is considered effective in enhancing mathematical problem-solving skills and can serve as an alternative instructional strategy, particularly for mathematics topics requiring visualization and higher-order thinking processes.