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Problem-Based Learning based on Electronic Module: Students' Mathematical Communication Process in terms of Cognitive Style.

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Title: Problem-Based Learning based on Electronic Module: Students' Mathematical Communication Process in terms of Cognitive Style.
Authors: Sugianto, Waluya, St. Budi, Sukestiyarno, Y. L., Wardono
Source: Educational Process: International Journal; 2025, Vol. 16, p1-16, 16p
Subject Terms: High school students, Cognitive styles, Cognitive analysis, Problem-based learning, Mathematical logic
Abstract: 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]
Copyright of Educational Process: International Journal is the property of Educational Process: International Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: 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 &lt; 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&#39; mathematical communication skills and showed the importance of adjusting learning methods to students&#39; 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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  Data: &lt;i&gt;Copyright of Educational Process: International Journal is the property of Educational Process: International Journal and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.22521/edupij.2025.16.222
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        Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: High school students
        Type: general
      – SubjectFull: Cognitive styles
        Type: general
      – SubjectFull: Cognitive analysis
        Type: general
      – SubjectFull: Problem-based learning
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      – SubjectFull: Mathematical logic
        Type: general
    Titles:
      – TitleFull: Problem-Based Learning based on Electronic Module: Students' Mathematical Communication Process in terms of Cognitive Style.
        Type: main
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            NameFull: Sugianto
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            NameFull: Waluya, St. Budi
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            NameFull: Sukestiyarno, Y. L.
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          Dates:
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              M: 07
              Text: 2025
              Type: published
              Y: 2025
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