IMPROVING MATHEMATICAL THINKING THROUGH THE IMPLEMENTATION OF THE PROBLEM-BASED LEARNING MODEL IN ELEMENTARY SCHOOL STUDENTS
DOI:
https://doi.org/10.24114/jmpsd.v2i1.60128Keywords:
Problem-Based Learning (PBL), Problem-Solving Skills, MathematicsAbstract
The study's overarching goal is to determine, based on students' initial mathematics abilities, whether problem-based learning or more traditional methods of teaching mathematics improves students' critical and creative thinking skills in the subject. The 2013 curriculum includes problem-solving as an ability, therefore it's clear that this is an area that needs a lot of work. Among the many approaches to learning that adhere to Polya's stages is the Problem Based Learning (PBL) paradigm. Using a descriptive approach, this study included four sessions of instruction, one assessment of learning outcomes, and a study of remediation and enrichment. Learning outcomes examinations, expert validation of lesson plans and student activities, and observation of students' problem-solving abilities were all part of the data gathering process. The findings indicated that, according to the criteria, problem-based learning (PBL) is an effective model for teaching mathematics, and that students' abilities to solve problems using Polya's steps with PBL are also good.
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