The Effect Of The Problem Based Learning Model And Learning Motivation On Mathematical Problem-Solving Ability

Omri Sitinjak

Abstract


Mathematical problem-solving ability is a core competency in mathematics learning, yet students' achievement in this area remains low. This study aimed to determine the effect of the Problem Based Learning (PBL) model and learning motivation on mathematical problem-solving ability, as well as the interaction between the two. The study used a quantitative approach with a quasi-experimental method and a 2×2 factorial design. The subjects were 40 ninth-grade students at SMPN 62 Batam in the 2026/2027 academic year, selected using cluster random sampling. The experimental class was taught using the PBL model, while the control class received conventional instruction. Data were collected using an essay test of mathematical problem-solving ability and a learning motivation questionnaire, and were analyzed using two-way analysis of variance (ANOVA) at a 5% significance level. The results showed that (1) the PBL model had an effect on mathematical problem-solving ability; (2) learning motivation had an effect on mathematical problem-solving ability; and (3) there was an interaction between the learning model and learning motivation. These findings underscore the importance of implementing PBL in a way that takes students' level of learning motivation into account

Keywords


Problem Based Learning; Learning Motivation; Mathematical Problem Solving; Quasi-Experiment

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References


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DOI: https://doi.org/10.55311/aioes.v7i2.454

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