Pembelajaran berasaskan masalah matematik dalam suasana koperatif bagi mempertingkatkan kecerdasan pelbagai pelajar Indonesia
Learning of mathematics aims to produce excellent students with cognitive and affective skills. Studies that combine problem based learning and cooperative learning to enhance cognitive and affective skills are scarce. The study focused on the effects of problem based learning practice in cooperativ...
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Online Access: | http://eprints.utm.my/id/eprint/80866/1/AhmadTalibPFP2016.pdf |
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| Summary: | Learning of mathematics aims to produce excellent students with cognitive and affective skills. Studies that combine problem based learning and cooperative learning to enhance cognitive and affective skills are scarce. The study focused on the effects of problem based learning practice in cooperative situation framework (PBLCS) to enhance the skills in terms logical-mathematical, interpersonal, and intrapersonal intelligence of students. This study used a quasi-experimental design based on mixed methods methodology of integrating quantitative and qualitative data. Independent variable of the study is the application of PBLCS learning framework, which is controlled by traditional learning strategies (TL). The population of the study was students of class XI IPA at state senior high schools (SMAN) in Makassar City, Indonesia, attending the second semester of 2012/2013. An experimental group of 103 students attended PBLCS, and 103 students as the control group attended TL classes. These students were selected from one top school, SMAN 1 and two regular schools, namely SMAN 4 and SMAN 18. Inferential analysis using multivariate statistical analysis with one-way Manova was used to analyse quantitative data, whereas interview data were thematically analysed. Descriptive analysis showed that the mean scores of the multiple intelligences from treatment classes were higher than the scores from the control classes. The mean scores for logical-mathematical intelligence enhancement, interpersonal intelligence, and intrapersonal intelligence in PBLCS class were higher than the ones in the TL class. The findings are supported by the results of the inferential analysis, which found that the application of PBLCS learning was better than the use of TL strategies in enhancing the students’ logical-mathematical, interpersonal and intrapersonal intelligence, with significant value 0.000 (a = 0.05). The findings are consistent with the thematic analysis, which showed students generally contend that PBLCS learning can enhance multiple intelligences. The study proposed a framework of PBLCS learning practice and module of function derivative topics to improve the logicalmathematical, interpersonal and intrapersonal intelligence of students. |
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