The Effect of Motivation and Interaction Effects on Improving Mathematical Comprehension Skills through Problem and Inquiry-Based Learning

Irfan Supriatna; Wahyudin Wahyudin; Turmudi Turmudi; Irfan Supriatna; Hakimee Yasing

doi:10.21580/jieed.v4i1.21227

Authors

Irfan Supriatna Universitas Pendidikan Indonesia Indonesia
Wahyudin Wahyudin Universitas Pendidikan Indonesia Indonesia
Turmudi Turmudi Universitas Pendidikan Indonesia Indonesia
Irfan Supriatna Universitas Bengkulu Indonesia
Hakimee Yasing Solihuddin School Thailand

DOI:

https://doi.org/10.21580/jieed.v4i1.21227

Keywords:

Mathematical Comprehension Ability, Motivation, PBL and IBL.

Abstract

This study investigates the influence of motivation levels and interaction effects on students' Mathematical Comprehension Ability (KPM) while utilizing Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL). Employing a quasi-experimental with the 3x2 factorial design, the research was conducted with fourth-grade students in Ciamis Regency, West Java. The findings indicated that the average KPM increase for students using PBL was 53%, which is considered moderate, whereas for IBL, it was 29%, which is categorized as low. Significantly, there were variations in learning effects between PBL and IBL (p < 0.001), with PBL demonstrating a more pronounced impact on KPM improvement. However, the influence of motivation level on KPM improvement was deemed insignificant (p = 0.192), as was the interaction effect between learning methods and motivation level on KPM improvement (p = 0.057). In conclusion, the study suggests that PBL is more effective than IBL in enhancing students' KPM. At the same time, motivation level does not significantly influence KPM improvement, and there is no interaction effect between the type of learning method and motivation level on KPM improvement.

Downloads

Download data is not yet available.

References

Al-Tabany, Tianto Ibnu Badar. (2014). Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual. Jakarta: Prenamedia Group.

Hake, R. R. (2022). Analyzing Change/Gain Scores. http://lists.asu.edu/cgi-bin/wa?A2=ind9903&L=aera-d&P=R6855

Honda, Mai., Nguyen, Huynh, Trang. (2022). An investigation of reality and challenges of project-based learning implementation. European Journal of Foreign Language Teaching, doi: https://doi.org/10.46827/ejfl.v6i4.4609

Ibrahim. (2000). Pembelajaran Berdasarkan Masalah. Surabaya: UNESA Press.

Indriani, A. (2016). Pengaruh Motivasi Belajar Siswa Kelas V Terhadap Prestasi Belajar Matematika di SD Negeri Bejirejo Kecamatan Kunduran Kabupaten Blora.

István, Szőköl., Ildikó, Pšenáková., Ondrej, Kovac. (2023). The Influence of Innovative Teaching Methods on Student Motivation. R&E source, doi: https://doi.org/10.53349/resource.2023.is1.a1203

Janine, Hechter., Gerrit, H., Stols., Carin, Combrinck. (2022). The Reciprocal Relationship Between Conceptual and Procedural Knowledge—A Case Study of Two Calculus Problems. African Journal of Research in Mathematics, Science and Technology Education, doi: https://doi.org/10.1080/18117295.2022.2101271

Kai, Lin, Yang., Tai, Yih, Tso., Ching, Shu, Chen., Yuan, Horng, Lin., Shiang, Tung, Liu., Su, Wei, Lin., Kin, Hang, Lei. (2021). Towards a conceptual framework for understanding and developing mathematical competence: A multi-dual perspective. Innovations in Education and Teaching International, doi: https://doi.org/10.1080/14703297.2019.1687317

Masooma, A., Al-Mutawah., Ruby, Thomas., Abdulla, Eid., Enaz, Yousef, Mahmoud., Moosa, Jaafar, Fateel. (2019). Conceptual Understanding, Procedural Knowledge and Problem-Solving Skills in Mathematics: High School Graduates Work Analysis and Standpoints.. International Journal of Education, doi: https://doi.org/10.18488/JOURNAL.61.2019.73.258.273

Munawaroh, Setyani, N. S., Susilowati, L., & Rukminingsih. (2022). The Effect of E-Problem Based Learning on Students’ Interest, Motivation and Achievement. International Journal of Instruction, 15(3), 503–518. https://doi.org/10.29333/iji.2022.15328a

Nanxi, Meng., Yan, Dong. (2023). Tackle implementation challenges in project-based learning: a survey study of PBL e-learning platforms. Educational Technology Research and Development, doi: https://doi.org/10.1007/s11423-023-10202-7

Nasution. (2013). Penerapan Aktivitas Scrambled Groups Dalam Model Pembelajaran Kooperatif untuk Meningkatkan Kemampuan Pemahaman dan Komunikasi Matematis Siswa MTS. Tesis.UPI Bandung: Tidak dipublikasikan

NCTM. (2000). Principles and Standars for School Mathematics. Library of Congress Cataloguing-in-Publication

Nunaki, J. H., Damopolii, I., Kandowangko, N. Y., Nusantari, E. (2019). The Effectiviness of Inquiry Based Learning to train the students’ metacognitive skills based on gender differences. International Journal of Instruction. 12(2) https://iopscience.iop.org/article/10.1088/1742-6596/1567/4/042025

Permendikbudristek No 12 Tahun 2024. Kurikulum Pada PAUD, Pendidikan Dasar, dan Menengah

Priansa, Doni Joni. (2017). Pengembangan Strategi dan Model Pembelajaran Inovatif, Kreatif, dan Prestasi, dalam Memahami Peserta Didik. Bandung: CV Pustaka Setia

Purwanti, K., & Mujiasih, M. (2021). Kemampuan Literasi Matematika Siswa Madrasah Ibtidaiyah Ditinjau Dari Self-Efficacy. Journal of Integrated Elementary Education, 1(1), 59-74. doi: https://doi.org/10.21580/jieed.v1i1.6975

Rusman. (2016). Model-Model Pembelajaran. Jakarta: RajaGrafindo Persada

Sari, S., & Sutriyani, W. (2023). Pengaruh Model Pembelajaran Think Pair Share Pada Materi Bangun Ruang Terhadap Motivasi dan Hasil Belajar Siswa Sekolah Dasar. Journal of Integrated Elementary Education, 3(1), 1-15. doi: https://doi.org/10.21580/jieed.v3i1.13295

Shoimin, Aris. (2018). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Ar-Ruzz Media.

Shumaila, Jalal., Ali, Nawab. (2022). The possibilities and challenges of using content and language integrated learning approach in a private sector school of Northern Sindh, Pakistan. Cogent Education, doi: https://doi.org/10.1080/2331186X.2022.2141966

Surif, J., Ibrahim, N. H., & Mokhtar, M. (2012). Conceptual and Procedural Knowledge in Problem Solving. Procedia- Social and Behavioral Sciences, 56 (2003), 416-425. http://doi.org/10.1016/j.sbspro.2012.09.671

Yusuf, Hussein. (2022). Conceptual Knowledge and Its Importance in Teaching Mathematics. Middle Eastern journal of research in education and social sciences, doi: https://doi.org/10.47631/mejress.v3i1.445