Problem-Based Learning Mathematics Modules: Their Impact on Students’ Mathematical Problem-Solving Performance
DOI:
10.29303/jppipa.v12i1.14113Published:
2026-01-25Downloads
Abstract
This research aims to develop a mathematics teaching module based on the Problem-Based Learning model to improve the mathematical problem-solving abilities of eleventh-grade students. Using the Plomp development model, the research was conducted through the initial investigation, prototyping, and assessment stages. The module was validated by experts in mathematics education, language, and educational technology, resulting in an average validity score of 3.56 (categorized as "Very Valid"). Practicality evaluation through classroom implementation over four meetings showed excellent practicality with an average implementation rate of 93%, while student response questionnaires revealed consistently positive feedback across all measured aspects. Effectiveness testing with 34 students showed that 73.52% achieved scores above the minimum completeness criteria, exceeding the established effectiveness threshold of 60%. This module specifically improved students' abilities in understanding problems (87.6%) and planning solutions (85.3%). Research results confirm that the developed module is valid, practical, and effective in improving mathematical problem-solving skills. This research provides educators with a structured and contextual approach to mathematics teaching that bridges theoretical concepts with real-world applications, addressing Indonesia's historical challenges in mathematics education.
Keywords:
Problem Based Learning Problem-Solving Ability Teaching materialsReferences
Abdul-Mumin, K. H., Arrifin, I. S. M., Austerberry, J., Johnston, J., & McKenna, L. (2025). Exploring mathematics anxiety among nursing and midwifery students and the impacts on pharmacological knowledge: A qualitative study. Nurse Education Today, 153, 106810. https://doi.org/10.1016/j.nedt.2025.106810
Anchunda, H. Y., & Kaewurai, W. (2025). An Instructional Model Development Based on Inquiry-Based and Problem-Based Approaches to Enhance Prospective Teachers’ Teamwork and Collaborative Problem-Solving Competence. Social Sciences & Humanities Open, 11(101480). https://doi.org/10.1016/j.ssaho.2025.101480
Bijl, A., Klerk, S., Veldkamp, B. P., & Wools, S. (2025). Assessing information problem solving through a simulation game: Validation evidence from a municipal enforcement official context. Computers & Education, 244, 105533. https://doi.org/10.1016/j.compedu.2025.105533
Bikse, V., & Riemere, I. (2013). The Development of Entrepreneurial Competences for Students of Mathematics and the Science Subjects: The Latvian Experience. Procedia - Social and Behavioral Sciences, 82, 511–519. https://doi.org/10.1016/j.sbspro.2013.06.301
Boetje, J., Ginkel, S. O., Smakman, M. H. J., Barendsen, E., & Versendaal, J. (2024). Information problem solving during a digital authentic task: A thematic analysis of students’ strategies. Computers in Human Behavior Reports, 15, 100470. https://doi.org/10.1016/j.chbr.2024.100470
Calma, A. (2025). Students’ problem-solving skills in-depth: Ready for ‘real life’? The International Journal of Management Education, 23(3), 101267. https://doi.org/10.1016/j.ijme.2025.101267
Ceballos, H., Bogaart, T. va. den, Ginkel, S., Spandaw, J., & Drijvers, P. (2025). How collaborative problem solving promotes higher-order thinking skills: A systematic review of design features and processes. Thinking Skills and Creativity, 59, 102001. https://doi.org/10.1016/j.tsc.2025.102001
Chen, M. (2025). Out-of-class support for the flipped language classroom: Using VoiceThread microlectures to boost active teaching and learning. System, 132, 103723. https://doi.org/10.1016/j.system.2025.103723
Deehan, J., Redshaw, S., Danaia, L., Postlethwaite, F., Donnelly, A., & Morris, C. (2025). Understanding STEM beyond the cities: A comprehensive review of non-metropolitan STEM education research. International Journal of Educational Research Open, 9, 100496. https://doi.org/10.1016/j.ijedro.2025.100496
Dossey, J. K., Ayebi-Arthur, K., & Awoniyi, F. C. (2024). Uncovering relevant mathematics topics for home economics: Senior high school students’ views in Cape Coast, Ghana. Social Sciences & Humanities Open, 11, 101241. https://doi.org/10.1016/j.ssaho.2024.101241
Elsen, J., Buckers, L., Tricht, C., Torbeyns, J., & Maeyer, S. (2025). PROSPER: A comprehensive, valid, and reliable instrument to observe problem-solving behaviours in preschoolers. Thinking Skills and Creativity, 58, 101940. https://doi.org/10.1016/j.tsc.2025.101940
Emma, O. (2025). Extended reality in the digital age: A literature review on technology-driven learning environments. Computers & Education: X Reality, 8, 100127. https://doi.org/10.1016/j.cexr.2025.100127
Fredy, L.-D., Oscar, B., & Ana, V.-S. (2026). Pedagogical mediation with ICT for the development of critical thinking in primary education: A systematic review. Thinking Skills and Creativity, 60, 102085. https://doi.org/10.1016/j.tsc.2025.102085
Gao, Y., Ho, C., Wen, D., Liu, Y., Li, Q., Zheng, D., & Zhang, Y. (2024). Combination of problem-based and team-based learning in clinical teaching of plastic and reconstructive surgery. Chinese Journal of Plastic and Reconstructive Surgery, 7(4), 217–219. https://doi.org/10.1016/j.cjprs.2024.11.005
Gashaj, V., Trninic, D., Chen, O., & Moeller, K. (2025). Beyond the page: Enriching storybooks with embodied activities to improve mathematics skills – A scoping review. Trends in Neuroscience and Education, 40, 100259. https://doi.org/10.1016/j.tine.2025.100259
Koerich, G. H., Ferreira, F. A., Silva, J. A., & Hack Catapan, A. (2024). Learning experiences in the culinary classroom: Identifying barriers and enablers in the practical teaching-learning process in gastronomy. Journal of Hospitality, Leisure, Sport & Tourism Education, 35, 100508. https://doi.org/10.1016/j.jhlste.2024.100508
Koloszár, L., Wimmer, Á., Takácsné György, K., & Mitev, A. (2023). Tournament rituals and experiential competence development in higher education: A case of a unique conference series. The International Journal of Management Education, 22(1), 100929. https://doi.org/10.1016/j.ijme.2023.100929
Kong, S. C., & Zhu, J. (2025). Developing and validating an artificial intelligence ethical awareness scale for secondary and university students: Cultivating ethical awareness through problem-solving with artificial intelligence tools. Computers and Education: Artificial Intelligence, 9, 100447. https://doi.org/10.1016/j.caeai.2025.100447
Mezinska, S., Abolina, A., & Lubkina, V. (2024). Design-driven innovation in STEM disciplines in higher education: The role and impact of transversal competences. Journal of Open Innovation: Technology, Market, and Complexity, 10(4), 100429. https://doi.org/10.1016/j.joitmc.2024.100429
Mirattanaphrai, P., & Srikoon, S. (2025). Neuro-IPO teaching model to enhance creative thinking and innovator in primary education: Empowering argument in educational design research. Social Sciences & Humanities Open, 12, 102244. https://doi.org/10.1016/j.ssaho.2025.102244
Murphy, C., Connell, S., Gantley, M., & Barrett, T. (2025). Students’ perspectives on the congruence and effectiveness of a problem-based learning approach to teach recovery-oriented practice: A mixed method study. Nurse Education in Practice, 84, 104298. https://doi.org/10.1016/j.nepr.2025.104298
Novalia, R., Marini, A., Bintoro, T., & Muawanah, U. (2025). Project-Based Learning: For Higher Education Students’ Learning Independence. Social Sciences & Humanities Open, 11(101530). https://doi.org/10.1016/j.ssaho.2025.101530
Otto, S., Lavi, R., & Brogaard Bertel, L. (2025). Human-GenAI interaction for active learning in STEM education: State-of-the-art and future directions. Computers & Education, 239, 105444. https://doi.org/10.1016/j.compedu.2025.105444
Ping, Y. Y., & Abideen, Z. U. (2025). A multi-module approach to evaluate online teaching quality in international Chinese education. Egyptian Informatics Journal, 30, 100674. https://doi.org/10.1016/j.eij.2025.100674
Promma, W., Imjai, N., Usman, B., & Aujirapongpan, S. (2025). The influence of AI literacy on complex problem-solving skills through systematic thinking skills and intuition thinking skills: An empirical study in Thai gen Z accounting students. Computers and Education: Artificial Intelligence, 8, 100382. https://doi.org/10.1016/j.caeai.2025.100382
Schmidt, D. A., Alboloushi, B., Thomas, A., & Magalhaes, R. (2025). Integrating artificial intelligence in higher education: Perceptions, challenges, and strategies for academic innovation. Computers and Education Open, 9, 100274. https://doi.org/10.1016/j.caeo.2025.100274
Smiling, J., & Hollebrands, K. (2025). Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC. International Journal of Educational Research Open, 9, 100469. https://doi.org/10.1016/j.ijedro.2025.100469
Vlachopoulos, D., & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in Educational Evaluation, 83, 101425. https://doi.org/10.1016/j.stueduc.2024.101425
License
Copyright (c) 2026 Mutiara Pertiwi, Yerizon, Ali Asmar, Yarman
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
