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All Journal Journal of Didactic Mathematics
Tamara Violita
Universitas Bengkulu
Education Mathematics

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A comparative analysis of Bengkulu culture-integrated and non-culture-integrated problem-based learning worksheets on mathematical problem-solving skills among junior high school students Tamara Violita; Hari Sumardi; Hanifah Hanifah
Journal of Didactic Mathematics Vol 5, No 3 (2024): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i3.3159

Abstract

This study was motivated by students’ limited mathematical problem-solving skills, a situation attributed to the current use of Student Worksheets that primarily consist of descriptive problems, insufficient for fostering independent learning and lack integration of Bengkulu culture. The study aimed to compare the impact of using Problem-Based Learning (PBL)-based worksheets, specifically those incorporating Bengkulu culture versus those that did not—on the mathematical problem-solving skills of junior high school students. A quasi-experimental design with a non-equivalent control group (posttest-only) was employed. The study population comprised all Grade VII students at a public junior high school in Kepahiang Regency, Bengkulu. Purposive sampling was used to select two classes: Class VII A (experimental group 1, n = 26) and Class VII C (experimental group 2, n = 25). Data were collected via a mathematical problem-solving skill test. Hypothesis testing results indicated that students using the Bengkulu culture-integrated PBL worksheets demonstrated superior mathematical problem-solving skills compared to students using PBL worksheets without cultural integration.
Co-Authors Hanifah Hanifah Hari Sumardi