The Effect of Problem Based Learning (PBL) Toward Mathematics Communication Ability and Curiosity

Abstract

The purpose of this study is to determine the effect of learning using Problem Based Learning approach (PBL) toward the ability of mathematics communication and curiosity of class X students. This research is a quasi-experimental study with non-equivalence control group design with composition material and inverse function. The selection of schools used purposive sampling method. The population studied from 2 homogeneous classes. The instruments are mathematics communication observation sheets, mathematics communication test and questionnaire given at the beginning of treatment as pre-test and post-test at the end of learning in experiment class and control class in order to measure the ability of mathematical communication and curiosity of the students as well as improving students' mathematics and curiosity communication skills. Thus PBL-based learning is able to influence students' mathematics communication skills demonstrated through test and discussion results presented through mathematics ideas presented in written and spoken, express mathematical ideas, use notations, terms, symbols, tables and graphs in class and encouraging students to increase their curiosity with a very high category of 5.45%, high category increase 9.68% and medium category decreased by 9.68%. While the result of the mathematical communication ability with learning based on PBL is better than the conventional learning.