The Effect of Problem Based Learning and Learning Motivation

of Mathematical Problem Solving Skills of Class 5 Students at

SDN 0407 Mondang
Arif Mahmuda Pohan1, Asmin2, Asih Menanti2
1
Postgraduate Basic Education Student, Medan State University, Indonesia
2
Postgraduate Basic Education Lecturer, Medan State University, Indonesia
[email protected]

Keywords
Abstract PBL method; learning
This study aims to: 1) find out whether students' mathematical motivation; problem solving;
problem solving abilities that are taught with problem based mathematics
learning are better than students who are taught by direct
learning. 2) find out whether the mathematical problem solving
ability of students who have high learning motivation is better than
students who have low learning motivation. 3) find out whether
there is an interaction between learning and student learning
motivation towards students' mathematical problem solving
abilities. This study uses a quasi-experimental method with a 2x2
factorial design. The study population was fifth grade students
(five) in the odd semester of the 2017/2018 Academic Year at SDN
0407 Mondang which consisted of two classes with a sample of 50
students. The class used as the sample of the experimental group is
class V A with 25 students and the control class is class V B with
25 students. Thus the sample selection is done by total sampling
technique. Data was collected by student achievement test and
student motivation instrument. The collected data was processed
statistically using a two-way variance (anava) analysis technique
with a significance level of 0.05. The results showed that (1) There
was an influence of problem-based learning methods on the
mathematical problem solving ability of Class V students of SD
Negeri 0407 Mondang 2017/2018 Academic Year; (2) There is an
influence of student learning motivation on the mathematical
problem solving ability of fifth grade students of SD Negeri 0407
Mondang for the Academic Year 2017/2018; and (3) There is an
interaction between problem-based learning methods and students'
motivation to the mathematical problem solving ability of students
of Class V of SD Negeri 0407 Mondang 2017/2018 Academic Year.
Practically, this study recommends that teachers use problem-
based learning methods in mathematics learning and pay attention
to the level of student motivation so that the learning design is
adjusted to that motivation level. Theoretically, this study
contributes to adding knowledge related to problem-based
mathematics learning in elementary schools. Further studies can
deepen studies related to the suitability of student characteristics
with the selected learning method because these aspects are
indicated as one of the key factors for student learning success.

I. Introduction

At school, from elementary to secondary school or even college, students undergo,

practice, and experience the learning process of various knowledge and skills. With this
provision, it is hoped that in the future they will be able to develop their potential so that they
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DOI: https://doi.org/10.33258/birle.v3i1.850 531
 Budapest International Research and Critics in Linguistics and Education (BirLE) Journal
Volume 3, No 1, February 2020, Page: 531-539
e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)
www.bircu-journal.com/index.php/birle
emails: [email protected]

become intelligent, productive, reliable, resilient and useful members of society by

contributing their energy and thoughts to solve problems that will always arise wherever they
are. For this reason, especially in wading through life in the future which is laden with
uncertainty, competition between nations is getting sharper, changes are so fast in almost all
aspects, and problems faced are increasingly complex then during undergoing an educational
process, it is important students are given the experience of completing various problems
(Napitupulu, 2011).
One of the mathematical skills that students must possess and achieve is problem
solving. Problem solving is very close to mathematical characteristics. Problem solving
(problem solving) is a process carried out to reach logical conclusions based on knowledge
relating to facts and various relevant sources. Problem solving activities must be done by
students, if they do not do the activity of thinking while learning, then what they get is just
memorization and does not understand the core or concept of the material that has been
learned. With the existence of problem solving activities when learning, students will arrive
at the correct conclusions about the material being studied because it has gone through a
logical thinking process when learning.
Until now mathematics was still considered a difficult, boring, even scary subject. This
assumption may not be excessive in addition to having an abstract nature, a good
understanding of mathematical concepts is very important because to understand the new
concepts required preconditions of understanding the previous concepts. While from the
teacher's side, the teacher is required to choose the right learning approach in accordance with
the material presented in order to achieve the learning objectives.
Thus, learning mathematics becomes more meaningful (meaningfull), students not only
learn to know something (learning to know about), but also learn to do (learning to do), learn
to animate (learning to be), and learn how they should learn (learning to learn), and learning
to socialize with friends and the environment (learning to live together).
However, the facts in the TIMSS evaluation report (The Trends of Mathematical and
Science Studies) in 1999, 2003, and 2007 show that students' mathematical problem solving
abilities are in the low category (Wilson, 2000) in Napitupulu (2011). The TIMSS (The
Trends of Mathematical and Science Studies) and PISA (Program for International Student
Assessment) studies show that the mathematical abilities of Indonesian students are still
below international standards. The latest TIMSS results in 2011 ranked Indonesia 38th out of
42 countries (HSRC & IEA, 2012) and even the latest PISA results were even more alarming,
Indonesia ranked 64th out of 65 countries (OECD, 2013). Other references that indicate
students' weaknesses in mathematical problem solving abilities can be seen in the research
conducted by Amir (2014), Previous similar results were also found in Napitupulu (2008),
Permana and Sumarmo (2007) and Suryadi (2005).
The foregoing can be realized, if the teacher in his learning can: (1) provide
opportunities for students to establish meaningful cooperation with friends and teachers; (2)
encouraging and triggering students to find new and innovative things; (3) allows students to
learn in a free, stressful, psychologically and physically involved manner; (4) exposes
students to problems, dilemma problems, the answers of which require creativity and new
possibilities according to the level of students' cognitive development; (5) encouraging and
encouraging students to achieve achievements, compete, dare to express and actualize
themselves with subject matter; and (6) using methods that are tailored to the characteristics
of students and subjects, which include the process of exploration, elaboration, and
confirmation.

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DOI: https://doi.org/10.33258/birle.v3i1.850 532
 Budapest International Research and Critics in Linguistics and Education (BirLE) Journal
Volume 3, No 1, February 2020, Page: 531-539
e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)
www.bircu-journal.com/index.php/birle
emails: [email protected]

The above description shows that the problem solving approach is the focus in learning
mathematics. To improve the ability to solve problems, skills need to be developed to
understand problems, create mathematical models, solve problems, and interpret solutions.
Thus, in learning mathematics, teachers should start learning mathematics with an
introduction to problems that are appropriate to real situations or contextual problems. By
proposing this contextual problem, students are gradually guided to master mathematical
concepts.
Moving on from the background that has been conveyed and supported by preliminary
studies that have been conducted, researchers assume that problem-based learning is an
approach or model that is very much in line with the content standards and mathematical
process standards as mandated in Permendiknas number 22 of 2006 concerning process
standards education.
The objectives of this study are: 1) To find out the mathematical problem solving
abilities of students who are taught with problem based learning better than students who are
taught by direct learning. 2) To find out the mathematical problem solving ability of students
who have high learning motivation better than students who have low learning motivation. 3)
To find out whether there is an interaction between learning with student learning motivation
towards students' mathematical problem solving abilities.

II. Review of Literature

2.1 Problem Based Learning

According to Dewey, in Trianto (2011: 91) learning based on problems is the
interaction between stimulus and response, a relationship between two directions of learning
and the environment. The environment provides input to students in the form of assistance
and problems, while the brain's nervous system functions to interpret such assistance
effectively so that the problems faced can be investigated, assessed, analyzed, and the
solutions sought well. Students' experience gained from the environment will make them
materials and materials to gain understanding and understanding and can be used as
guidelines and learning objectives.

2.2 Direct Learning

Direct learning is a teaching model that is teacher center. According to Arends (1997)
in Trianto (2011: 41) direct learning model is one of the teaching approaches specifically
designed to support student learning processes related to declarative knowledge and well-
structured procedural knowledge that can be taught with a pattern of activities that are
gradual, one step by step. In addition the direct learning model is also intended to help
students learn basic skills and obtain information that can be taught step by step.

2.3 Problem Solving Ability

Polya, in Napitulu (2011: 34) emphasized that problem solving is a typical achievement
of the intelligence and intelligence of special talents from humans. He added, education
should contribute to the development of intelligence (intelligence). For this reason in school,
mathematics lessons should be the biggest contribution in the development of this
intelligence. That's because mathematically provides a way, opportunity, and experience for
children to solve problems scientifically.

_______________________________________________________
DOI: https://doi.org/10.33258/birle.v3i1.850 533
 Budapest International Research and Critics in Linguistics and Education (BirLE) Journal
Volume 3, No 1, February 2020, Page: 531-539
e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)
www.bircu-journal.com/index.php/birle
emails: [email protected]

2.4 Motivation
Motivation is a psychological process that can explain a person's behavior, behavior is
essentially an orientation towards a goal. Many motivational theories are based on the
principle of need or (need). Needs that cause someone trying to be able to fulfill it. To
achieve these objectives requires the process of interaction of several elements. Thus,
motivation is the force that drives someone to do something to achieve the goal. These forces
are basically stimulated by the existence of various needs, such as: (1) the desire to be
fulfilled, (2) behavior, (3) objectives, (4) feedback.
So it can be concluded that motivation is an impulse that causes a person to behave and
cause an energy change that exists in humans, so that it will have an impact with
psychological problems, feelings and also emotions to then act and do something.

2.5 Learning Motivation

Uno (2013: 23) states that "learning motivation is internal and external encouragement
to students who are learning to make changes in behavior". Likewise in mathematical lessons
in order to achieve maximum results there must be motivation to learn. When students'
motivation to learn is high, teaching and learning activities tend to increase in the sense that
learning will be active and students who learn will truly follow the teaching and learning
process so that the expected learning objectives can be achieved.

III. Research Method

This study uses a quasi-experimental method with a 2x2 factorial design. The study
population was students in class V (five) in the odd semester of the 2017/2018 Academic
Year at SDN 0407 Mondang which consisted of two classes with a sample of 50 students.
The class that was sampled as the experimental group was class V A with 25 students and the
control class was class V B with 25 students. Thus the sample selection is done by total
sampling technique. Data was collected by student achievement test and student motivation
instrument. The collected data was processed statistically using a two-way variance (anava)
analysis technique with a significance level of 0.05.

IV. Discussion
4.1 Mathematical Problem Solving Ability Using Problem Based Learning Methods

Table 1. Frequency Distribution of Students' Problem Solving Abilities with PBL

Learning Methods (Experimental Class)
No. Score Frequency Percentage
1 <=70 5 20
2 71-75 6 24
3 76-80 8 32
4 81-85 4 16
5 86-90 2 8
Total 25 100.0
Average 78,4
St. Deviation 6,075
_______________________________________________________
DOI: https://doi.org/10.33258/birle.v3i1.850 534
 Budapest International Research and Critics in Linguistics and Education (BirLE) Journal
Volume 3, No 1, February 2020, Page: 531-539
e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)
www.bircu-journal.com/index.php/birle
emails: [email protected]

Figure 1. Histogram of Students Mathematical Problem Solving Abilities Using

Problem Based Learning Methods

4.2 Mathematical Problem Solving Capabilities Using the Ordinary Learning Model

Table 2. Frequency Distribution Students' problem solving abilities with

the Ordinary Learning Method
No. Score Frequency Percentage
1 ≤60 3 12
2 61-65 6 24
3 66-70 8 32
4 71-76 6 24
5 77-80 2 8
Total 25 100.0
Rata-rata 71,97
St. Deviasi 5,75

Figure 2. Histogram Mathematical problem solving abilities of students who use the ordinary
learning methods

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DOI: https://doi.org/10.33258/birle.v3i1.850 535
 Budapest International Research and Critics in Linguistics and Education (BirLE) Journal
Volume 3, No 1, February 2020, Page: 531-539
e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)
www.bircu-journal.com/index.php/birle
emails: [email protected]

4.3 Mathematical problem solving abilities of High Motivation Students

Table 3. Frequency Distribution of the Problem Solving Ability of

Students with High Motivation

Figure 3. Histogram Mathematical problem solving abilities of students who have high
motivation

4.4 Mathematical Problem Solving Ability of Students with Low Motivation

Table 4. Frequency Distribution Problem solving abilities

of Students with Low Motivation
No. Score Frequency Percentage

1 ≤ 60 3 11.1
2 61-65 7 25.9
3 66-70 12 44.4
4 71-75 4 14.8
5 76-80 1 3.7
Total 27 100.0
Average 68,7
St. Deviation 4,92

Figure 4. Histogram Mathematical problem solving abilities of students

who have low motivation

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 Budapest International Research and Critics in Linguistics and Education (BirLE) Journal
Volume 3, No 1, February 2020, Page: 531-539
e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)
www.bircu-journal.com/index.php/birle
emails: [email protected]

4.5 ANAVA Statistics Testing

Table 5. Descriptive Statistics of Research Data

Learning methods
Motivation Indicator Problem Based
Conventional
Learning
Total
Average 77,69 69 73,91
High
St. Deviation 2,59 3,94 5,43
N 13 10 23

Average 72,5 65,67 68,7

Low
St. Deviation 3,37 3,72 4,92
N 12 15 27

Average 75,2 67
Total
St. Deviation 3,95 4,08
N 25 25

Based on the results of the analysis of Factorial ANAVA analysis 2 x 2 in the table
above, it can then be explained an explanation of the results of the research hypothesis testing
as follows:
1. There is an influence of problem-based learning methods on the mathematical
problem-solving abilities of students of Class VSD Negeri 0407 Mondang
2018/2019 Academic Year. Based on the results of data calculations it can be seen
that students using problem-based learning methods obtain an average value of
mathematical problem solving ability of 75.2, while mathematical problem solving
abilities of students who use conventional learning methods obtain an average value
of problem solving ability of 67. The results of analysis of variance for both learning
approaches show the F-calculated price of 37.618 is greater and the F-table price of
4.001 at the significant level α = 0.05 so that Ho is rejected at the significant level α
= 0.05. Thus it can be concluded that there is an influence of problem-based learning
methods on the mathematical problem solving ability of students V SD Negeri 0407
Mondang 2018/2019 Academic Year.
2. There is an influence of student learning motivation on the mathematical problem
solving ability of fifth grade students of SD Negeri 0407 Mondang 2018/2019
Academic Year. Based on the results of data calculations it can be seen that students
with low learning motivation get an average value of mathematical problem solving
ability of 68.7, while the mathematical problem solving ability of students with high
learning motivation get an average score of mathematical problem solving ability of
73.91. The results of analysis of variance for both learning approaches show the F-
calculated price of 29.51 is greater and the F-table price of 4.0012 at a significant
level α = 0.05 so that Ho is rejected at the significant level α = 0.05. Thus it can be
concluded that there is an influence of student learning motivation on the
mathematical problem solving ability of fifth grade students of SD Negeri 0407
Mondang 2018/2019 Academic Year.
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DOI: https://doi.org/10.33258/birle.v3i1.850 537
 Budapest International Research and Critics in Linguistics and Education (BirLE) Journal
Volume 3, No 1, February 2020, Page: 531-539
e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)
www.bircu-journal.com/index.php/birle
emails: [email protected]

3. There is an interaction between problem-based learning methods and student

motivation to the mathematical problem-solving abilities of students of Class V of
SD Negeri 0407 Mondang 2018/2019 Academic Year. Based on the results of
hypothesis testing in table 4.6 above obtained F-count = 5.656 and T-table value =
4.0012 with dk (1.56) at the level of α = 0.05. These results indicate that F-count> F-
table. Furthermore, based on further tests using the Tukey HSD test and Scheffe Test
it is known that there are differences between groups of students with high
motivation who are in the experimental class (category 4) with high motivation in
the control class (category 3), groups of students with low motivation in the
experimental class ( category 2), and low motivation in the control class (category 1)
with sig. <0.05. So it can be concluded that there is an interaction between problem
based learning methods and student motivation to the mathematical problem solving
ability of Class V students of SD Negeri 0407 Mondang 2018/2019 Academic Year.
So the second hypothesis is accepted.

V. Conclusion

From the results of the study we can get the following conclusions:
1. There is an effect of problem-based learning methods on the mathematical problem
solving ability of students of Class V of SD Negeri 0407 Mondang Academic Year
2018/2019. The problem solving abilities of students who are taught using problem-based
learning methods are better than the problem solving abilities of students who are taught
with conventional learning methods by obtaining an average value of 75.2 darmatematisda
average problem solving abilities of students taught with conventional learning models,
namely 67.
2. There is an influence of student learning motivation on the mathematical problem solving
ability of Class IV students of SD Negeri 0407 Mondang Academic Year 2017/2018.
Students with high learning motivation are known to have better mathematical problem
solving skills compared to students with low learning motivation. Students with high
learning motivation get an average value of 73.91, higher than students with low learning
motivation, which is 68.7.
3. There is an influence of interaction between problem-based learning methods and student
motivation to the mathematical problem-solving abilities of students of Class V SD Negeri
0407 Mondang 2018/2019 Academic Year.

References

Napitupulu, Elvis (2011). Pengaruh Pembelajaran Berbasis Masalah Atas Kemampuan

Penalaran dan Pemecahan Masalah Matematis Serta Sikap Terhadap Matematika
Siswa Sekolah Menengah Atas. Disertasi PPs UPI Bandung: Tidak dipublikasikan.
OECD. (2013). PISA 2012 Assessment and Analytical Framework : Mathematics, Reading,
Science, Problem Solving and Financial Literacy.
Amir, Almira (2014). Kemampuan Penalaran dan Komunikasi Dalam Pembelajaran
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Amir, M. Taufiq. (2009). Inovasi Pendidikan Melalui Problem Based Learning. Jakarta:
Kencana Prenada Media Group

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DOI: https://doi.org/10.33258/birle.v3i1.850 538
 Budapest International Research and Critics in Linguistics and Education (BirLE) Journal
Volume 3, No 1, February 2020, Page: 531-539
e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)
www.bircu-journal.com/index.php/birle
emails: [email protected]

Permana, Yanto, & Sumarmo, Utari (2007). Mengembangkan Kemampuan Penalaran dan
Koneksi Matematik Siswa SMA Melalui Pembelajaran Berbasis Masalah. Jurnal
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New York: McGraw Hill Company
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