Problem-based learning and authentic assessment on conceptual understanding and ability to solve mathematical problems: Among students of Politeknik Negeri Bali

I Ketut Darma; I Made Candiasa; I Wayan Sadia; Nyoman Dantes

doi:10.21744/irjeis.v4n4.254

Authors

I Ketut Darma
ketutdarma@pnb.ac.id
Politeknik Negeri Bali, Indonesia
I Made Candiasa Ganesha University of Education, Singaraja, Bali, Indonesia
I Wayan Sadia Ganesha University of Education, Singaraja, Bali, Indonesia
Nyoman Dantes Ganesha University of Education, Singaraja, Bali, Indonesia

Keywords:

Mathematical, Authentic Assessment, Conceptual Understanding, Ability to Solve Problems, Problem-Based Learning Model

Abstract

This study was aimed at finding out: 1) the difference in concept understanding and ability to solve mathematical problems between the students who were facilitated with problem-based learning model and those facilitated with conventional learning model; 2) the difference in concept understanding and ability to solve mathematical problems between the students who were facilitated with authentic assessment and those who were facilitated with conventional assessment; and 3) the effect of interaction between learning model and assessment model on concept understanding and ability to solve mathematical problems. This study was conducted at Politeknik Negeri Bali by using the 2x2 factorial experimental design. The sample consisted of 110 students. The data was collected using a test which has been validated, proved to have a reliability coefficient of 0.83 for concept comprehension test, and 0.88 for the problem-solving test. Furthermore, the data were analyzed with two-way Manova. The result of analysis showed significantly that: (1) there was a difference in concept understanding on mathematical problem-solving ability between the students facilitated with problem-based learning model and those facilitated with conventional model; (2) there was a difference in concept understanding and problem-solving ability between the students who were facilitated with authentic assessment, and those facilitated with conventional assessment; and (3) there was an effect of interaction between learning model and assessment on conceptual understanding and ability to solve mathematical problems.

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