THE EFFECT OF THE PROBLEM BASED LEARNING MODEL ON UNDERSTANDING OF FRACT ADDITION

Abstract

BACKGROUND

This research is motivated by the low understanding of students regarding the topic of fraction addition, as evidenced by the number of students who have not met the Minimum Mastery Criteria.

PURPOSE

This study aims to determine the effect of the Problem-Based Learning (PBL) model on the understanding of fraction addition among fourth-grade students at UPTD SDN Mandung 3, Kokop Subdistrict.

RESEARCH METHODOLOGY

The research method used is quantitative with a pre-experimental design of the one-group pretest-posttest type. The instrument used was a 20-item multiple-choice test that had been tested for validity and reliability. Data analysis was performed using the Paired Sample T-Test with the assistance of SPSS software.

RESULT

The results indicate that there was an increase in the average score from the pretest to the posttest after the application of the PBL learning model. Based on hypothesis testing, a significance value of 0.000 < 0.05 was obtained, meaning that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected.

CONCLUSION

It can be concluded that the Problem-Based Learning model has a significant effect on the understanding of fraction addition among fourth-grade students. The PBL model has been proven to enhance student engagement and provide a deeper understanding of fraction concepts.