Proceedings of the International Conference on Educational Studies in Mathematics (ICoESM 2021)

The Effect of the Problem Based Learning Model Supported with the Theory of Multiple Intelligences on Mathematics Achievement

Authors
Andi Patimbangi1, *
1Institut Agama Islam Negeri (IAIN) Bone
*Corresponding author. Email: andipatimbangi@yahoo.com
Corresponding Author
Andi Patimbangi
Available Online 13 December 2021.
DOI
10.2991/assehr.k.211211.068How to use a DOI?
Keywords
Theory of multiple intelligences; Problem-based-learning; Mathematics learning achievement
Abstract

This was experimental research that aimed at revealing the effect of the problem-based-learning model supported with the theory of multiple intelligences on students’ mathematics learning achievement and retention. The research respondents were 200 students at a secondary school who were divided into two groups, namely the group taught using the problem-based-learning model supported with the theory of multiple intelligences (PBLMI) and that taught using the traditional one (direct instruction). The instruments used were the mathematics learning achievement test, inventory test for multiple intelligences, and personal information form. The research results indicate that the PBLMI model has a statistically significant effect on students’ mathematics learning achievement compared to the traditional one. It can be concluded that the PBLMI is more effective than the traditional one. Further, students who take longer mathematics lessons show better academic achievements than those who take shorter ones. There is no, subsequently, a significant difference between the retention of students taught with the PBLMI model and those taught with the traditional one. However, it does not mean that the PBLMI model is not effective on retention since they are provided with the retention test one month after the post-test. During this time, students are absent from school due to the Covid-19 pandemic. Thus, the changes in students’ social life for about one month may have caused a loss of attention to the mathematics lessons. For this reason, it may be inappropriate to conclude that the PBLMI model is not effective on students’ retention in mathematics lessons.

Copyright
© 2021 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the International Conference on Educational Studies in Mathematics (ICoESM 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
13 December 2021
ISBN
10.2991/assehr.k.211211.068
ISSN
2352-5398
DOI
10.2991/assehr.k.211211.068How to use a DOI?
Copyright
© 2021 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Andi Patimbangi
PY  - 2021
DA  - 2021/12/13
TI  - The Effect of the Problem Based Learning Model Supported with the Theory of Multiple Intelligences on Mathematics Achievement
BT  - Proceedings of the International Conference on Educational Studies in Mathematics (ICoESM 2021)
PB  - Atlantis Press
SP  - 402
EP  - 408
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211211.068
DO  - 10.2991/assehr.k.211211.068
ID  - Patimbangi2021
ER  -