THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING (PBL) MODEL ON STUDENTS’ MATHEMATICAL LITERACY VIEWED FROM PRIOR KNOWLEDGE

Abstract

This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) model on students’ mathematical literacy skills in relation to their prior knowledge. The research employed a quantitative approach with a True Experimental Design, specifically the Posttest-Only Control Group design. The population consisted of all eighth-grade students at MTs Al-Munawaroh and MTs Mambaul Huda, from which the samples were selected using a Simple Random Sampling technique. A total of 94 students were involved, divided into three groups: a trial class at MTs Mambaul Huda, an experimental class (VIII B) at MTs Al-Munawaroh, and a control class (VIII A) at the same school. Data were collected through documentation and tests, and analyzed using mastery learning tests, two-way ANOVA, and right-tailed independent t-tests at a 5% significance level. The findings indicate that: (1) the experimental class taught through PBL did not fully achieve the required mastery criteria, (2) there were significant differences in mathematical literacy between students taught with PBL and those taught with conventional methods, (3) students with high prior knowledge who learned through PBL achieved better mathematical literacy compared to those in conventional classes, and (4) students with low prior knowledge also showed superior mathematical literacy outcomes when taught with PBL compared to conventional approaches