The Effect of Problem Based Learning Model and Authentic Assessment on Mathematical Problem Solving Ability by Using Numeric Ability as The Covariable

Darma, I Ketut and Candiasa, I Made and Sadia, I Wayan and Dantes, Ngurah (2018) The Effect of Problem Based Learning Model and Authentic Assessment on Mathematical Problem Solving Ability by Using Numeric Ability as The Covariable. In: International Conference on Mathematics and Natural Sciences (IConMNS 2017),, 6–7 September 2017, Bali, Indonesia.

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Abstract

The research was intended to 1) recognize differences the ability in solving mathematic problems among students facilitated with problem-based learning model and conventional learning one, 2) determine the influence of authentic assessment towards mathematical problem-solving abilities, and 3) determine the effect of interaction between learning model with assessment model towards mathematical problem-solving abilities, once numerical ability is controlled. The research utilized experiment design using two factor measurements in factorial 2 X 2. The sample is 110 students. Data were collected using tests that had been validated both theoretically and empirically, then analyzed using Anacova stitistics. The results of the analysis show that the group of students facilitated by problem based learning model and authentic assessment get the highest average score of mathematical solving ability compared to other groups. Once the numerical ability is controlled, the results of hypothesis testing show significantly: 1) there is different problem solving ability of mathematic between student which facilitated model of problem based learning with conventional learning model, 2) There is a difference problem solving skills of mathematics between students who facilitated an authentic assessment model with conventional assessment model, 3) there is an interaction effect between the learning model and the assessment model on the ability mathematical problem solving. In an effort to improve the effectiveness of mathematics learning, the collaboration of problem-based learning models with authentic assessment models can be considered as one of the classroom learning models.

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