The Effectiveness of Problem Based Learning and Project Based Learning on Mathematical Concept Understanding: A Study of Junior High School Students

Abstract

This study aims to compare the effectiveness of the Problem Based Learning (PBL) and Project Based Learning (PjBL) models on junior high school students’ mathematical concept understanding. This research employed a quantitative approach with a quasi-experimental method using a pretest–posttest control group design. The population consisted of seventh-grade students from a junior high school in Yogyakarta, from which two sample groups were selected using purposive sampling based on predetermined characteristics. A concept understanding test was used as the main instrument to measure students’ mathematical concept mastery. Data were collected through pretest and posttest assessments and analyzed using a paired sample t-test to determine the improvement within each group and an independent two-sample t-test to compare the effectiveness between the two learning models. The findings indicate a significant increase in students' mathematical concept understanding after the implementation of both PBL and PjBL models. The results also show that although both models are effective in enhancing conceptual understanding, there is no statistically significant difference in effectiveness between PBL and PjBL. These results suggest that both learning models can be used as alternative student-centered instructional approaches to support deeper conceptual understanding in mathematics learning at the junior high school level.