How PBL and CTL instructional models differ in affecting mathematical problem-solving skills
DOI:
https://doi.org/10.12928/ijei.v7i3.16091Keywords:
contextual teaching and learning, learning interest, problem-based learning, problem-solving skillsAbstract
This research aimed to analyze the impact of the PBL and CTL instructional models on students’ mathematical problem-solving skills, taking into consideration their learning interest levels. A quantitative experimental method with a 3 × 2 factorial design was applied. The study involved 43 eleventh-grade students from SMK Muhammadiyah 1 Yogyakarta, who were selected through random sampling and assigned into two groups. The first group consisted of 26 students taught using the PBL model, whereas the second group consisted of 17 students instructed through the CTL model. Data were obtained through two research instruments: a mathematical problem-solving test and a learning interest questionnaire. Before conducting hypothesis testing, the data satisfied the assumptions of normality and homogeneity and were analyzed using a two-way ANOVA. The analysis showed no significant effect of the instructional model on students’ mathematical problem-solving ability (Sig. = 0.627 > 0.05). Likewise, learning interest was not found to significantly affect students’ performance (Sig. = 0.310 > 0.05). Furthermore, no significant interaction effect was detected between instructional model and learning interest (Sig. = 0.651 > 0.05). The analysis demonstrated that students’ learning interest did not interact with the instructional models in determining their mathematical problem-solving ability. These results imply that the influence of instructional models on problem-solving ability remains relatively stable across different levels of learning interest. Hence, future studies are recommended to explore additional variables that may affect students’ mathematical problem-solving performance.
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