The Effect of the Problem Based Learning Model Supported with the Theory of Multiple Intelligences on Mathematics Achievement
- 10.2991/assehr.k.211211.068How to use a DOI?
- Theory of multiple intelligences; Problem-based-learning; Mathematics learning achievement
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.
- © 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 -