<![CDATA[The ability to understand mathematical concepts is one of the important skills that students need to possess in mathematics learning. However, there are still students who have difficulty understanding mathematical concepts. This study aims to compare the effects of the Problem Based Learning (PBL) model and the Inquiry Based Learning (IBL) model on students ability to understand mathematical concepts. This study uses a quasi-experimental method with a pretest-posttest control group design. The sample in this study consists of two experimental classes, namely the class that uses the PBL model and the class that uses the IBL model. Research data were obtained thru tests of mathematical concept understanding. Data were analyzed using prerequisite tests and hypothesis tests to determine the difference in mathematical concept understanding abilities between the two classes. The research results show that there is a difference in the ability to understand mathematical concepts between the PBL and IBL classes. The average posttest score in the PBL class was 79.50, higher than the average posttest score in the IBL class, which was 73.71. The results of the Independent Sample t-test showed a significance value of 0.019 < 0.05. Thus, the PBL model has a better influence compared to the IBL model on students' ability to understand mathematical concepts.]]>
Copyrights © 2026
