THE EFFECT OF PROBLEM-BASED LEARNING STRATEGIES AND SCORING MODELS TOWARDS MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ INTELLIGENCE

The study was aimed to find out the influence of problem-based learning strategies and scoring models towards mathematics achievement by controlling students’ intelligence. The research method used in this study is an experimental method. Meanwhile, the design used in this research was the factori...

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Bibliographic Details
Published in:JISAE (Journal of Indonesian Student Assessment and Evaluation) (Online) Vol. 1; no. 1; pp. 101 - 111
Main Author: ., Khasanah
Format: Journal Article
Language:English
Published: lppm Universitas Negeri Jakarta 01.06.2015
Subjects:
mathematics achievement
problem-based learning strategies
scoring models
students’ intelligence
ISSN:2442-4919, 2597-8934
Online Access:Get full text
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Summary:The study was aimed to find out the influence of problem-based learning strategies and scoring models towards mathematics achievement by controlling students’ intelligence. The research method used in this study is an experimental method. Meanwhile, the design used in this research was the factorial design of 2×2 and research hypotheses were tested by using covariant of analysis (ANCOVA). The participants of this study were 100 students from tenth grade in SMAN 55 and SMAN 60 Jakarta. The study concluded that after controlling students’ intelligence: (1) mathematics achievements of the students who were given the problem posing strategy was higher than that of those who were given the problem solving strategy, (2) mathematics achievements of the students who were given the correct score model was higher than that of those who were given the punishment score model, (3) there was an interaction effect between problem-based learning strategies and scoring models towards mathematics achievement, (4) especially for groups of students who were given Problem Posing Strategy, mathematics achievement of the students who were given the correct score model was higher than that of those who were given the punishment score model, (5) especially for groups of students who were given problem solving strategy, mathematics achievement of the students who were given the correct score model was lower than that of those who were given the punishment score model, (6) especially for groups of students who were given the correct score model, mathematics achievement of the students who were given problem posing strategy was higher than that of those who were given the problem solving strategy, and (7) especially for groups of students who were given the punishment score model, mathematics achievement of the students who were given the problem posing strategy is lower than that of those who given the problem solving strategy. Thus, it can be recommended to the teachers to use the problem posing strategy and the correct score model.
ISSN:2442-4919
2597-8934
DOI:10.21009/jisae.v1i1.1669