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

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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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  -