Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Problem-Based Learning based on Electronic Module: Students' Mathematical Communication Process in terms of Cognitive Style. |
| Συγγραφείς: |
Sugianto, Waluya, St. Budi, Sukestiyarno, Y. L., Wardono |
| Πηγή: |
Educational Process: International Journal; 2025, Vol. 16, p1-16, 16p |
| Θεματικοί όροι: |
High school students, Cognitive styles, Cognitive analysis, Problem-based learning, Mathematical logic |
| Περίληψη: |
Background/purpose. This study aims to evaluate the effectiveness of using E-Module-based Problem-Based Learning (PBL-EM) in improving the mathematical communication skills of Senior High School students based on their cognitive style on mathematical logic material. Materials/methods. This study used a mixed design with an embedded design approach and a pre-post-test design with a non-randomized control group. The research sample consisted of 39 students, of whom 20 were in the experimental group using PBL-EM, while 19 were in the control group using PBL. Data collection involved questionnaires, descriptive tests, and in-depth interviews to capture quantitative and qualitative aspects. Data analysis was conducted using a T-test to compare learning outcomes between the two groups. Results. The results showed that there was a significant difference (p < 0.05) in mathematical communication skills between the experimental and control groups. The average post-test score of students in the experimental group (20.00) was higher compared to the control group (19.00), signalling the positive impact of PBL-EM implementation. Cognitive style analysis showed that students using PBL-EM showed better improvement in the mathematical communication process, especially in the context of convergent pseudo-images and divergent pseudo-mathematical expressions. PBL-EM proved effective in improving students' mathematical communication skills and showed the importance of adjusting learning methods to students' cognitive styles. Conclusion. The findings suggest that integrating technological tools with cognitive-style adaptation can significantly improve mathematical communication, providing valuable insights for innovative mathematics instruction. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: |
Complementary Index |