Implementation of Project-Based Learning (PjBL) to Strengthen Students’ Mathematical Modelling Skills in the Independent Curriculum
DOI:
https://doi.org/10.62872/4djm1k86Keywords:
Project-Based Learning, Mathematical Modelling, Independent Curriculum, Student-Centered LearningAbstract
Project-Based Learning (PjBL) has been increasingly recognized as an effective pedagogical approach to enhance students’ mathematical modelling skills, particularly within Indonesia’s Independent Curriculum, which emphasizes student-centered and authentic learning. This study aimed to examine the impact of PjBL on senior high school students’ mathematical modelling competence, including their ability to understand, mathematize, solve, interpret, and validate real-world problems. A quantitative quasi-experimental design was employed, involving 63 students divided into an experimental group receiving PjBL and a control group receiving conventional instruction. Data were collected using a validated mathematical modelling test, observation sheets, and student questionnaires. Descriptive statistics, paired and independent sample t-tests, and ANCOVA were conducted to evaluate the effectiveness of the intervention. The results demonstrated a substantial improvement in the experimental group’s modelling skills, with mean gains of 25.19 points, significantly higher than the control group’s 9.85 points. Inferential analyses confirmed the statistical significance of these improvements (t = 13.42, p < 0.001; F(1,60) = 28.34, p < 0.001). PjBL also positively influenced students’ motivation, collaboration, communication, and attitudes toward mathematics. In conclusion, PjBL effectively strengthens mathematical modelling skills and promotes 21st-century competencies, supporting the objectives of the Independent Curriculum. The study highlights PjBL as a transformative strategy for enhancing students’ conceptual understanding, problem-solving abilities, and holistic development in mathematics education.
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