The Application of Problem-Based Learning in Improving Junior High School Students' Mathematical Communication Skills
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| Title: | The Application of Problem-Based Learning in Improving Junior High School Students' Mathematical Communication Skills |
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| Language: | English |
| Authors: | Asri Ode Samura, In Hi Abdullah, Muhammad Daut Siagian, Habibi Ratu Perwira Negara |
| Source: | Mathematics Teaching Research Journal. 2025 17(6):195-222. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Problem Based Learning, Junior High School Students, Communication Skills, Mathematics Instruction, Secondary School Mathematics, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | Mathematical communication is a core competency in mathematics education, yet many students continue to experience difficulties in expressing mathematical ideas coherently. This study investigates the effectiveness of problem-based learning (PBL) in enhancing students' mathematical communication skills in junior high school mathematics. A quasi-experimental design with a nonequivalent control group was employed, involving 78 students from a public junior high school in Indonesia. Students' mathematical communication skills were measured using essay-based tests administered as pretests and posttests. The data were analyzed using nonparametric statistical techniques to examine differences in learning outcomes between groups. The results indicate that students who received instruction through problem-based learning demonstrated significantly higher gains in mathematical communication skills compared to those taught using conventional instructional methods. These findings highlight the pedagogical value of problem-based learning in fostering students' ability to articulate mathematical communication and suggest its potential as an effective instructional approach in secondary mathematics education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507688 |
| Database: | ERIC |
| Abstract: | Mathematical communication is a core competency in mathematics education, yet many students continue to experience difficulties in expressing mathematical ideas coherently. This study investigates the effectiveness of problem-based learning (PBL) in enhancing students' mathematical communication skills in junior high school mathematics. A quasi-experimental design with a nonequivalent control group was employed, involving 78 students from a public junior high school in Indonesia. Students' mathematical communication skills were measured using essay-based tests administered as pretests and posttests. The data were analyzed using nonparametric statistical techniques to examine differences in learning outcomes between groups. The results indicate that students who received instruction through problem-based learning demonstrated significantly higher gains in mathematical communication skills compared to those taught using conventional instructional methods. These findings highlight the pedagogical value of problem-based learning in fostering students' ability to articulate mathematical communication and suggest its potential as an effective instructional approach in secondary mathematics education. |
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| ISSN: | 2573-4377 |
