Implementation of Problem Based Learning with Problem Posing-Solving Approach in Mathematics During Covid-19

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Proceeding of The International Conference on Science and Advanced Technology (ICSAT) ISBN: 978-623-7496-62-5

Implementation of Problem Based Learning Model with Problem Posing-Solving Approach in Mathematics Learning

during Covid-19 Pandemic

Agusalim Juhari¹,Isma Muthahharah² STKIP Pembangunan Indonesia^1,2 Email: [email protected]

Abstract. This research is an experimental study that aims to see how the problem based learning model is implemented with the Problem Posing-Solving approach (PBL-PPS Model) during the Covid-19 pandemic. In particular, this study describes how the learning model and student activities in class are feasible. The research method used was pre-experimental research with one class as an experimental class by using online learning models to prevent the spread of Covid 19. The instruments used were the observation sheet for the implementation of the learning model and the student activity sheet. The results showed that the PBL-PPS Model was implemented through 5 stages of problem-based learning models with post solution posing and problem solving strategies. The PBL-PPS Model was assisted by using virtual meeting application (zoom meetings) and Social Network Site (Whatsapp Group). Descriptively: (1) The level of learning is carried out very well and (2) Student activities are in the good category with an average score of 3.18 from a score of 4.

Keyword: Problem based learning, problem posing, problem solving, Mathematics learning, Covid-19

INTRODUCTION

Mathematics learning objectives implemented by the Ministry of National Education, in line with the National Council of Teacher Mathematics (NCTM), are to determine five main competencies: mathematical problem solving, mathematical communication, mathematical reasoning, mathematical connection (mathematical connection), and mathematical representation (Kurniati et al., 2016; Dafik & Lestari, 2014)

Mathematics is a science that is obtained from the results of human thinking related to ideas, processes, and reasoning. Learning Mathematics is the foundation and framework of Science and Technology (Aras & Juhari, 2020). Mathematics learning is a two-way interaction process between teachers and students or two

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activities that can determine mathematics learning outcomes (Widodo & Kadarwati, 2013).

The Problem Posing approach and the Problem Solving approach are two of the many learning approaches that involve the interaction of teachers and student activities in the learning process. The Problem Solving approach has the meaning of a learning process that requires students to solve problems, which can be made up by educators or real facts in the environment. Meanwhile, the Problem Posing approach is learning that emphasizes students to form / ask questions based on the information or situation given. The information is processed in the mind and after it is understood, students will be able to ask questions (Herawati et al., 2010)

Both of these learning approaches focus on Problem Based Learning (PBL).

PBL invites students to be active so that information is not only from the teacher, but students are also required to construct their own new knowledge with their previous information or knowledge. It's just that, in the Problem Solving learning approach, the problem posed comes from the teacher, while in the Problem Posing learning approach, the problem posed comes from the students themselves.

Xia et al. (2008) emphasized that learning that involves Problem Solving and Problem Posing activities can generate students' interest in mathematics, increase their ability to pose problems and improve their mathematics learning abilities well.

Thus, the application of PBL with the problem posing-solving (PPS) approach is expected to increase students' mathematics learning activities and outcomes. The questions that are then immediately answered are how to (1) implement the PBL-PPS model in mathematics learning, (2) an overview of the level of learning implementation and (3) a description of the activities of students being taught through the application of the PBL Model with the PPS approach through online classes?

Problem based learning in mathematics emphasizes problem solving activities which consist of 4 steps; Understand the problem; Devise a plan (translate): Carry out the plan; and Look back. However, solving the problem is not enough. Students still need other things that are no less important, namely being able to ask their own problems /questions. Many students are able to carry out 4 steps of problem solving, but still tend to imitate what has been there before. There is no creation that comes of itself. By posing new problems, students are expected to think more critically.

Therefore, it is necessary to study in depth to see how the effectiveness of the PBL Model with the PPS approach

Problem based Learning

Teaching based on this problem has been known since the time of John Dewey. According to Dewey (in Trianto, 2009) problem-based learning is the interaction between stimulus and response, a relationship between two directions of learning and the environment. The environment provides input to students in the

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form of help and problems, while the brain's nervous system functions to interpret the aid effectively so that the problems faced can be investigated, assessed, analyzed, and sought solutions properly.

The Problem-based Learning (PBL) model is a learning concept that helps teachers create a learning environment that starts with important and relevant (related) problems for students, and allows students to gain a more realistic (real) learning experience. )

Steps in Problem based Learning

According to Fogarty (1997) The teaching and learning process begins with an unstructured problem (something chaotic). From this chaos, students use their various intelligences through discussion and research to determine the real issues that exist. The steps that will be followed by students in a PBL process according to David Johnson & Jhonson through group activities are:

1. Defines the problem. Formulate problems from certain events that contain conflict until students are clear about the problem being studied. In this case the teacher asks students' opinions about the problem being studied.

2. Diagnosing the problem, namely determining the causes of the problem.

3. Formulate alternative strategies. Test each action that has been formulated through class discussion.

4. Determine & implement preferred strategies. Making decisions about which strategy to undertake.

5. Conduct evaluation. Both process evaluation and outcome evaluation

The constructivist learning environment model provides a strong foundation in designing PBL. The PBL process is carried out in 8 student steps, namely: (1) finding the problem, (2) defining the problem, (3) gathering facts, (4) preparing a provisional guess, (5) investigating, (6) perfecting the problem have been defined, (7) conclude collaborative solutions, (8) test solutions to problems (Fogarty 1997)

There are 5 main steps or stages in Problem Based Learning. Starting with the teacher conveying learning objectives and motivating students to be involved in problem solving. Ibrahim & Nur (2000) suggest that the steps for problem-based learning are as follows

Table 1 Steps in Problem Based Learning Model

Stage / Phase Teacher Behavior

Stage-1

Student orientation to the problem

The teacher explains the learning objectives, explains the logistics required, proposes phenomena or demonstrations or stories to raise problems, motivates students to be involved in solving selected problems.

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Stage / Phase Teacher Behavior

Stage-2

Organizing students to study

The teacher helps students to define and organize learning tasks related to these problems

Stage-3

Guiding individual and group investigations

The teacher encourages students to collect appropriate information, carry out

experiments to get explanations and problem solving.

Stage-4

Develop and present the work

The teacher assists students in planning and preparing appropriate work such as reports, videos, and models and helps them to share assignments with friends.

Stage-5

Analyze and evaluate the problem solving process

The teacher helps students to reflect or evaluate their investigations and the processes they use.

Problem Posing Approach in Mathematics Learning

In accordance with the position problem posing is the first step of problem solving, then problem posing learning is also the development of problem solving learning. Silver et al (in Sutiarso, 2000) stated that in problem posing, students' ability to understand the problem, plan the steps for solving the problem, and solve the problem is required. These three abilities are also part of the problem solving learning steps.

Amin Suyitno (in Sari, 2007) explains that problem posing is applied in three forms of mathematical cognitive activity as follows.

1. Pre solution posing, where students make questions based on the statements made by the teacher.

2. Within solution posing, students break single questions from the teacher into sub-questions that are relevant to the teacher's questions.

3. Post solution posing, where students make similar questions, such as those made by the teacher.

Problem posing is a major problem in mathematics and mathematical thinking because the characteristics of mathematical thinking can be implemented in learning with problem posing.

In this study, problem posing was concluded as a form of question formation or question submission carried out by students by making questions that were not much different from the questions given by the teacher or from the situations and experiences of the students themselves. And for students, learning problem posing is a mental skill, students face a condition where a problem is given and students solve the problem.

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Problem Solving Approach in Mathematics Learning

According to Wardhani (2010) problem solving is the process of applying previously acquired knowledge into new, unknown situations. Thus the characteristics of the assignment in the form of problem solving are: (1) there are challenges in the material of the assignment or problem, (2) the problem cannot be solved using routine procedures that the answerer already knows.

Polya (in Hudojo, 2005) defines problem solving as an attempt to find a way out of a difficulty in order to achieve a goal that is not immediately achievable. The steps (syntax) according to Polya in learning using problem solving in Mathematics are divided into four stages, namely (1) Understand the problem, (2) Devise a plan (translate), (3) Carry out the plan, and (4) Look back.

RESEARCH METHODS

This research is a quantitative research, a type of pre-experiment with the aim of seeing how the implementation of mathematics learning through the application of the Problem Based Learning (PBL) model with the Problem Posing-Solving (PPS) approach. The design of this study was a group pretest-posttest (The One Group Pretest-Posttest Design) which was carried out using an online class/model. The online application / model used in implementing the syntax / steps of the PBL Model with the PPS approach is the virtual meeting (Zoom Meeting) and the Social Network site (Whatsapp Group).

The population in this study were all students of class X SMA Negeri 17 Makassar. Sampling in this study using cluster random sampling with the following steps:

1. Determine the research population, namely all class X students of SMA Negeri 17 Makassar in the odd semester of the 2019/2020 school year which consists of six classes / clusters.

2. Choose one class from the six classes according to step a above.

3. All students selected in step b are samples to be examined in this study.

The sample chosen in this study was class X IPA 2, amounting to 33 students.

Research Instruments

The instruments used were the observation sheet for the implementation of the learning model and the student activity sheet

Data collection technique

The data collection techniques that researchers use in this study are as follows:

Learning Implementation

Learning implementation data were collected using the learning implementation observation sheet for each meeting.

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Student Activities

Student activity data were collected using the student activity / process skills observation sheet during online learning. The activities measured are the activities of student groups which have been divided into 5 groups in each Whatsapp Group.

Data analysis technique

Descriptive statistical analysis is used to analyze data on the implementation of learning and student activities during learning. Descriptive analysis aims to see a general description of the data. Descriptive statistical analysis is intended to describe the characteristics of the factors under investigation including: highest value, lowest value, mean value, range, median, standard deviation, and frequency distribution table.

Research Findings And Discussion Research Findings

Implementation of PBL-PPS Model

The Problem Based Learning model with the Problem Posing-Solving approach was implemented through 5 stages of problem-based learning models with post solution posing and problem solving strategies. The PBL-PPS Model was assisted by using virtual meeting application (zoom meetings) and Social Network Site (Whatsapp Group). In particular, the PBL-PPS stages are as follows:

Stage 1: Directing students to the problem:

The teacher directs students to problems and helps them explain the material needed

Stage 2: Organizing students to learn:

The teacher helps students define and arrange learning tasks related to the problem.

Stage 3: Guiding individual and group investigations:

The teacher encourages students to collect appropriate information, carry out experiments to get explanations and problem solving. (Problem Solving); The teacher then directs each student to do problem posing (Post solution posing, where students make similar questions, such as those made by the teacher); The teacher directs students to answer the questions themselves (Posing-Solving); and The teacher directs to discuss together with his group friends about the results of each other's answers (Asking and responding)

Stage 4: Develop and present the work:

The teacher provides the opportunity for students as representatives of the group to present their answers to the class; The teacher encourages other students to pay attention to and respond to answers that appear in front of the class.

Stage 5: Analyze and evaluate the problem-solving process:

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The teacher and students reflect or evaluate the problem solving they have made; The teacher and students conclude the results of the activities that have been carried out; The teacher reminds the next material to be discussed; and The teacher gives homework to students to deepen their understanding of the material that has been taught (using problem posing-solving)

The implementation of the learning model as a whole can be seen from the results of observations in the learning process activities shown in Table 2

Table 2. Levels of Learning Implementation PBL-PPS Model

Meetings Average of Level Category

Meeting I 3,45 Was carried out well

Meeting II 3,59 Was carried out very well

Meeting III 3,68 Was carried out very well

Meeting IV 3,82 Was carried out very well

Average 3,64 Was carried out very well

Based on the categorization of levels in general, the Problem-Based Learning Model with the Problem Posing-Solving Approach is carried out very well.

Student Activities During the PBL-PPS Model

Student activity data is obtained based on observations through student activity observation sheets at Virtual Meetings using zoom meetings and Social Network Site using Whatsapp Group which consists of 5 (five) groups / Whatsapp Group. The data taken in groups was then summarized at the end of each meeting.

The summary results of each observation are presented in Table 3.

Table 3 Categories of the average score of student activity

Aspects Meeting Average of

each Aspects Category

I II III IV

1 3,6 3,8 3,8 3,6 3,7 Very Good

2 3,4 3,4 3,6 3,8 3,55 Very Good

3 2,6 3 3,2 3,8 3,15 Good

4 3 3 3,6 4 3,4 Good

5 2,8 3 3,6 4 3,35 Good

6 2,8 2,8 3 3,4 3 Good

7 1,8 2 2,6 3,4 2,45 Good

8 2 2,4 3,6 3,6 2,9 Good

Total Average 3,18 Good

Information:

1. listen / pay attention to the teacher's explanation - (zoom meeting)

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2. Reading student books and student activity sheets - (zoom meeting)

3. Collect appropriate information, carry out experiments to get explanations and problem solving in groups - (whatsapp group)

4. Doing problem posing (post solution posing, namely making similar questions, as made by the teacher) - (whatsapp group)

5. Answer yourself from the questions made (problem posing-solving) - (whatsapp group)

6. Discuss together with their group friends about the results of their respective answers (ask and respond) - (whatsapp group)

7. Presents the answer it has to the front of the class - (zoom meeting) 8. Make a summary of the material studied - (whatsapp group)

Discussions

The Problem-based Learning model in learning emphasizes comprehensively mastering concepts by proposing and solving problems. Its application in learning uses small groups so that students work together and are responsible. In groups, students are given the opportunity to collect appropriate information, carry out experiments to get explanations and problem solving. Furthermore, students do problem posing (post solution posing, which is to make similar questions, as made by the teacher), then solve them together.

The results of observations on the implementation of learning with the PBL- PPS model showed an increase in each meeting. This is because at the end of each meeting, the observed data are re-evaluated so that improvements are possible to be carried out at the next meeting. At the initial meeting, the formation of students in groups was relatively long, because communication via online (in network / online) was not as smooth as offline (outside the network / face to face). The implementation of the learning model through the Zoom Meeting Application assisted by Whatsapp Group produces 5 groups / whatsapp groups, each of which students work together in. So that at the next meeting, it was enough to divide the group by following the groups that had been formed at the next meeting.

What is new in this learning activity is the posing of problems by the students themselves. In addition, after posing a problem, students are required to return to solve the problem with their polya steps, which consist of (a) see, (b) plan, (c) do, and (d) look back. This makes students a little confused at the beginning of the meeting because they are still not used to learning to raise their own problems. Students in general, always expect the teacher's explanation regarding the material, then wait for the problems given by the teacher to work on, either by understanding the concept correctly or just following / copying from their friends' work. At subsequent meetings, students began to get used to posing problems, discussing forms of problems and how to solve problems with fellow groups. Most students have been

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able to master and understand how to pose problems and solve them with polya steps, so that the learning atmosphere is better and orderly.

In the PBL-PPS Model, students are required to play an active role in their respective groups. Student activities in the group are in the form of sharing the results of submission and problem solving, discussing by chatting or making video calls to discuss the problem solving that has been posted together.

The few obstacles experienced in this study were the internet network which was sometimes inadequate. Choosing an online method in its implementation to prevent the spread of COVID-19. The implication is the determination of working from home (wfh) and learning from home (lfh) so that learning is carried out online.

However, in general, there were no significant obstacles in the research implementation process.

The results of observations of student activities in learning using the PBL-PPS model showed that the eight categories observed met the criteria for being effective.

The average score of student activity is 3.18 from a score of 4 which is in the good category. The form of student activity that is expected to be achieved, namely listening to / paying attention to teacher explanations, reading student books and student activity sheets, collecting appropriate information, conducting experiments to get explanations and solving problems in groups, doing problem posing (post solution posing, namely making similar questions , as made by the teacher), answering the questions themselves, discussing together with their group friends about the results of their respective answers (asking and responding), presenting their answers to the class, and making a summary of the material being studied. This achievement shows that the expected student activities are fulfilled. This is in accordance with the activities expected in the PBL-PPS model which gives students the opportunity to construct their own knowledge through proposing and solving problems so that the concept will really be mastered by students. The results of research by Shanti & Abadi (2015) indicate that in learning that focuses on submitting the questions themselves by students, students must really master certain concepts that will have an impact on the achievement of competency indicators using identifying mathematical problems, being able to analyze a problem contained in the process. problem solving, and in the end students are able to apply the concepts that have been obtained to other cases or examples, including when completing practice questions. This result is also in accordance with the opinion of Xia et al. (2008) which states that the problem based learning model that is applied plays an important role in arousing students' interest in mathematics, increasing their ability to pose problems and also improving their mathematics learning ability

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CONCLUSIONS

Based on the results of research and discussion, the conclusions obtained are as follows:

1. The PBL-PPS Model was implemented through 5 stages of problem-based learning models with post solution posing and problem solving strategies. The PBL-PPS Model was assisted by using virtual meeting application (zoom meetings) and Social Network Site (Whatsapp Group).

2. The level of learning is carried out very well

3. Student activities are in the good category with an average score of 3.18 from a score of 4

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