A Comparison of Problem-Based Learning and Reciprocal Teaching Model: Impacts on Math Understanding and Self-Concept

Mazni Luthfiatul Khoiriah, Kana Hidayati

Abstract


This study aims to describe: (1) the effectiveness of the Problem-Based Learning (PBL) model in terms of students' understanding of mathematical concepts and self-concept; (2) the effectiveness of the Reciprocal Teaching (RT) model in terms of students' understanding of mathematical concepts and self-concept; and (3) a comparison of the effectiveness of the Problem-Based Learning model with the Reciprocal Teaching model in terms of students' understanding of mathematical concepts and self-concept. The sample used in this study was classes VIII C and VIII D, each consisting of 32 students. Class VIII C was given the problem-based learning model treatment, while class VIII D was given the reciprocal teaching model treatment. Data analysis in this study used descriptive and inferential analysis. In inferential analysis, multivariate normality and covariance matrix homogeneity assumptions were tested. Since the assumptions were met, the analysis continued with a one-sample mean vector test and a one-sample t-test to assess the effectiveness of learning, followed by a comparative effectiveness test using T2 Hotelling’s. The results of the study indicate that at a significance level of 5%, the following were obtained: (1) Problem-Based Learning (PBL) is effective in terms of students' understanding of mathematical concepts and self-concept abilities; (2) Reciprocal Teaching (RT) is effective in terms of students' understanding of mathematical concepts and self-concept abilities; (3) There is no difference in the effectiveness of the Problem-Based Learning (PBL) and Reciprocal Teaching (RT) models in terms of students' understanding of mathematical concepts and conceptual abilities. This means that both problem-based learning and reciprocal teaching are effective and can be used as alternative learning models implemented in schools to teach material on relationships and functions and to facilitate improvements in students' mathematical concept understanding and self-concept abilities.

Keywords


Problem-Based Learning; Reciprocal Teaching; Mathematical Concept Understanding Ability; Self Concept

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References


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DOI: http://dx.doi.org/10.18415/ijmmu.v12i10.7093

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