The Effectiveness of the Problem-Based Learning Model in Enhancing Students’ Conceptual Understanding of Algebra

Abstract

This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students' conceptual understanding. The research was conducted in two classes: an experimental class implementing the PBL model and a control class applying conventional learning methods. Prior to hypothesis testing, prerequisite tests were conducted, including a normality test using the Lilliefors test, which showed that LCount  < LTable , indicating that the samples were drawn from a normally distributed population. The results of the homogeneity test using the F-test revealed that FCount = 1.682, while LTable = 1.704 at a significance level of 0.05, showing that both samples were homogeneous. These findings indicate that the implementation of the Problem-Based Learning (PBL) model has a significant effect on students’ conceptual understanding compared to conventional learning models.