Promoting mathematical connection ability through problem-based learning

• Published in: AIP conference proceedings Vol. 2614; no. 1
• Main Authors: Wijayanti, Kristina, Krismona, Diarni Septa, Mashuri, Budhiati, Rahayu, Wulandari, Rini
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 16.06.2023
• Subjects: Indicators; Mathematical analysis; Mathematics; Problem based learning; Students; Triangulation
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0126794

The purpose of this study was to analyze the mathematical connection ability developed through problem-based learning. The research design was the mixed method with the explanatory sequential strategy. The design of the quantitative research was a quasi-experimental non-equivalent control-group design. The population was all seventh-grade students from one of the Junior High Schools in Semarang in the 2020/2021 school year. By a randomized class, we determined two classes as samples for this study. The subjects were determined by purposive sampling. Data was collected through tests and in-depth interviews. The z-test, the t-test, and the triangulation technique were used to analyze the data. This study concludes that problem-based learning is effective for promoting mathematical connection ability at junior high school. The percentage of students in the problem-based learning class achieved classical completeness, the proportion of students who achieved a minimum score of 70 in the problem-based learning class was more than that in discovery learning class, and the average of students’ mathematical connection ability the problem-based learning class was more than that in discovery learning class. The high category subject of mathematical connection ability tends to meet the indicator of connections between topics in mathematics, meet the indicator of connections with other fields, and connections with real-world. The medium category subject of mathematical connection ability tends to meet the indicators of connections between topics in mathematics, connections with other fields, and meet the indicator of connections with real-world. The low category subject of mathematical connection ability did not meet the indicators of connections between topics in mathematics, connections with other fields, and connections with real-world.