Using Project Based Learning (PBL) Design to Expand Mathematics Students’ Understanding: A Case Study in Statistics Problem

Sugi Hartono


This paper describes some activities that the author has designed using Project Based Learning (PBL) to develop students’ understanding of statistics. This study used a quasi-experimental method with a one group pretest-posttest quantitative research design. The subjects in this study are 30 students of class VII in SMP Negeri 6, Surabaya, Indonesia. The data collected using a questionnaire and a test. The validity of students’ response used product-moment correlations and the reliability test used the Cronbach’s Alpha formula, and the hypothesis was tested using the t-test (one sample t-test). The results showed that the positive response of students using PBL design to expand mathematics students’ understanding of statistics, namely 85.83%. Furthermore, there was a difference in the students’ learning outcomes before and after they learned through the PBL learning design, indicated by pretest the mean of score is 38.30 and a posttest mean score is 67.17. Besides that, tobserved of pretest is 15.931 and tobserved of posttest is 34.655, both are greater than ttable with a significant level ?=0.05 is 2.042. Thus, we could be concludes that there as a difference the understanding of statistics students’ outcome before and after learning with PBL design.

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