The Effectiveness of Problem-Based Learning Model on Geometry Theory

DOI

10.2991/978-2-38476-108-1_27How to use a DOI?

Keywords

Geometry Theory; Model; Problem based learning

Abstract

This study aims to find out whether the Problem-Based Learning Model is effective on the geometry theory. To obtain the data done in three ways, namely description test, observation and questionnaire. Then the data is analyzed by calculating the percentage of teachers’ ability, the number of active students, student responses and the completeness of student learning outcomes. Based on data analyzed and discussion, obtained percentage of teacher ability 77,61%, student activity 76,25%, student response 83,55%, and student learning result 80%. Thus, the Problem Based Learning Model is effective on the geometry theory in terms of the process and the student learning outcomes.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Hidayatulloh
AU  - Saleh Haji
AU  - Nurul Astuty Yensy
AU  - Dina Apryani
PY  - 2023
DA  - 2023/09/28
TI  - The Effectiveness of Problem-Based Learning Model on Geometry Theory
BT  - Proceedings of the Online Conference of Education Research International (OCERI 2023)
PB  - Atlantis Press
SP  - 281
EP  - 287
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-108-1_27
DO  - 10.2991/978-2-38476-108-1_27
ID  - 2023
ER  -