The Effect Of The Problem-Based Learning Model On Understanding Fraction Addition

Abstract

Background

This study was motivated by students’ low understanding of fraction addition, as indicated by the number of students who had not achieved the Minimum Mastery Criteria.

Purpose

This research aimed to determine the effect of the Problem-Based Learning (PBL) model on fourth-grade students’ understanding of fraction addition at UPTD SDN Mandung 3, Kokop District.

Research Methodology

This study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The research instrument consisted of a 20-item multiple-choice test that had been validated and tested for reliability. Data were analyzed using the Paired Sample t-Test with the assistance of SPSS software.

Result

The findings showed an increase in the average posttest score compared to the pretest score after implementing the PBL model. Hypothesis testing produced a significance value of 0.000 < 0.05, indicating that the alternative hypothesis (Ha) was accepted and the null hypothesis (H₀) was rejected. It can be concluded that the Problem-Based Learning model has a significant effect on students’ understanding of fraction addition among fourth-grade students

Conclusion

The PBL model was proven to improve student engagement and deepen students’ understanding of fraction concepts.