Collaborative Learning Model of the PBL Type with a Scientific Approach to Improve Mathematical Problem-Solving Skills and Self-Regulated Learning of Students

Risna Amelia; Kuswari Hernawati; Jailani; Wahyu Setyaningrum

doi:10.33394/j-ps.v14i2.17840

Authors

Risna Amelia Universitas Negeri Yogyakarta
Kuswari Hernawati Universitas Negeri Yogyakarta
Jailani Universitas Negeri Yogyakarta
Wahyu Setyaningrum Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.33394/j-ps.v14i2.17840

Keywords:

Collaborative learning, Problem-Based Learning, Mathematical Problem Solving, Self-Regulated Learning, Scientific Approach

Abstract

21st-century education requires students to master mathematical problem-solving skills and self-regulated learning (SRL), but these skills remain a challenge for junior high school students in Indonesia. This study aims to examine the impact of implementing a Collaborative Learning Model of the PBL combined with a scientific approach (observing, questioning, reasoning/trying, communicating) on students' mathematical problem-solving skills and SRL. The study used a pre-experimental method with a One-Group Pretest–Posttest design on 31 seventh-grade students at a junior high school in Sleman Regency. Data on problem-solving skills were collected through a 5-item essay test with a maximum theoretical score of 50, while SRL was measured using a Likert scale questionnaire. Inferential analysis used the Wilcoxon signed-rank test for problem-solving skills (the assumption of normality was not met) and the paired sample t-test for SRL. The results showed a significant increase in problem-solving skills from 15.32 to 30.92 ( ), with posttest achievement equivalent to 61.84% of the theoretical maximum score. SRL also increased significantly from 121.81 to 122.74 ( ), although the mean difference was relatively small compared to the scale range. These findings indicate changes in students’ achievement after the intervention; however, the results should be interpreted cautiously due to the short intervention duration and the limitations of the one-group pretest–posttest design without a control group.

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