Journal of Physics: Conference Series

PAPER • OPEN ACCESS

The integration of local context through problem-based learning (PBL) to

improve junior high school students problem-solving skills
To cite this article: U Hayati et al 2020 J. Phys.: Conf. Ser. 1460 012036

View the article online for updates and enhancements.

This content was downloaded from IP address 125.166.3.204 on 25/11/2020 at 07:45

AICMSTE 2019 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012036 doi:10.1088/1742-6596/1460/1/012036

The integration of local context through problem-based

learning (PBL) to improve junior high school students
problem-solving skills

U Hayati1,3, R Johar1 and Marwan2

1
Mathematics Education Department, Universitas Syiah Kuala, Banda Aceh, 23111,
Indonesia
2
Mathematics Department, Universitas Syiah Kuala, Banda Aceh, 23111, Indonesia
3
SMAN 1 Trienggadeng, Pidie Jaya, 24185, Indonesia

E-mail: [email protected]

Abstract. Students face difficulties in understanding problems because they are presented in
the text book without the contexts familiar to the students. This study aimed to examine and
descriptively describe the effectiveness of the integration of local contexts through the PBL
model to improve students’ problem-solving skills. This research was done by developing the
learning instruments integrating the local contexts through the PBL model based on Dick and
Carey models. The learning instruments that are valid, practical, and effective were developed
by referring to the Dick and Carey model. This paper discussed the results of the effectiveness
test of PBL learning instruments integrating the local contexts. The effectiveness test was
conducted for Year 7 students at one of the junior high school in Meureudu, Pidie Jaya,
Indonesia. The instruments of this study were the student worksheet, observation questionnaire
to investigate student learning activities, problem-solving skills test, student questionnaire,
observer questionnaire. The results showed that effectiveness criteria to the learning
instruments developed had been fulfilled so that they were effective to use, and students
problem-solving skills had improved. It is hoped that the trial of the learning instruments can
be conducted at some schools with similar characteristics.

1. Introduction
The problem-solving skill remains a concern in mathematics teaching and learning. Fostering
problem-solving skill as one of the educational objectives is required to obtain the applicable
knowledge and train students to face various problems in their real-life [1]. Based on the preliminary
research conducted, it was found that the students’ mathematical problem-solving skills at one of the
junior high school in Meureudu, Pidie Jaya were lacking. This finding indicates that teachers need to
put more efforts and hard work to prepare the mathematics problems in the form of problem-solving
and continue to train students to solve the problems independently. Moreover, the 2013 curriculum
also demands teachers to be more creative, innovative and effective in teaching, by exploring the
students’ existing knowledge gained from their daily lives so that it can contribute to improving
students’ mathematical problem-solving skills in the classroom [2].
When students learn to solve problems in mathematics, they identify the ways of thinking, the
hard- working habits, the high curiosity, and the self-confidence in non-routine circumstances
which they will experience outside the mathematics classroom [3]. Presenting problems related

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd 1
AICMSTE 2019 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012036 doi:10.1088/1742-6596/1460/1/012036

to the local context is one of the means to explore student knowledge in students text books. The
local context inclusion in mathematics learning will help students in understanding the problems.
The cultural aspects are useful to introduce mathematics as a part of daily life, develop connection
skill meaningfully, and deepen the mathematical understanding [4]. Therefore, the integration of the
local context will enable students to learn more meaningfully, think critically, and be confident; the
skills can then be applied beyond the mathematics classroom.
Local context is a condition in the students’ environment, which includes real object, scenery, and
event. The presence of contexts in mathematics learning will help students to understand and solve
problems. Contexts also play an important role as a starting point for students to explore mathematical
concepts in real situations or events that happened in students’s life [5]. As for the main role of context
in mathematics learning is (1) improve accessibility to problems, (2) contribute to the transparency
and elasticity of the problem, and (3) suggest problem-solving strategies to students [6].
One of the learning models to improve problem-solving skill and incorporate the local contexts is
Problem Based Learning (PBL) model. PBL presents contextual problems tostimulates students to
learn [7]. PBL enables the meaningfulness in learning since it is the basis of investigation for students
[8]. PBL helps students to develop their thinking, problem-solving, and intellectual skills, to learn
various adult roles by their involvement in real or simulated experiences, and to become autonomous
and independent learners [9]. PBL is one of the learning demanding students to think critically, solve
problems, learn independently, and work in a group [10]. PBL is learning to employ ill-structured and
open authentic problems [11]. Thus, the PBL learning instruments allow students to enhance their
mathematical problem-solving skills as it involves students directly to conduct the stages of activities
to solve a problem using their way. They consult various information or references without having to
refer to and imitating their teacher in solving problems related to real-life, which in turn can increase
their creativity and enrich their insight about what is known and what they need to know to solve
problems. PBL syntax conducted to improve students’ problem-solving skills are: (1) orientating the
students to the problem, (2) organizing students in learning, (3) guiding students in individual and
group investigations, (4) developing and presenting the work, (5) analyzing and evaluating the
problem solving process [12].
Students’ problem-solving skills can also be measured by (1) students’ understanding of how to
solve problems including identifying the known data, identifying the data being asked, identifying the
data required, and checking the data adequacy [13]; (2) planning the solution or selecting strategies
[14]; and (3) applying strategies or calculations to solve various problems [15]. The four steps of
problem-solving are (1) understanding the problem, (2) planning the solution, (3) solving the problem,
and (4) re-checking [16]. Therefore, in solving problems, students need to understand the problem,
solve the problem systematically, and re-check the work.
The research conducted by [17-19] showed that PBL learning instruments could improve students’
problem-solving skills. However, previous researchers have not integrated the local context in PBL
models. The integration of the local context in the PBL model will stimulate students to learn,
understand problems easily, develop critical thinking, work in groups to solve problems
independently. Therefore, it is necessary to develop learning instruments that integrate local contexts
in the PBL model. The research problem in this study is how is the effectiveness of learning
instruments integrating the local context in the PBL model?.

2. Method
This research was design research describing the effectiveness of the learning instruments developed,
referring to Dick and Carey. It consisted of nine stages including identifying the learning objectives,
analyzing the learning, identifying the students' characteristics and behaviour, formulating the learning
objectives, developing test items, developing learning strategies, developing and selecting the
materials, designing and conducting a formative evaluation and revising [20]. According to the stages
of Dick and Carey, the learning instruments developed was valid, practical, and effective.

2
AICMSTE 2019 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012036 doi:10.1088/1742-6596/1460/1/012036

This article only discussed the results of the effectiveness test of PBL learning instruments that met
five out of six indicators of the effectiveness, including: (1) the average of students’ on-task activities
should be at least 90%, (2) The average of students’ activities should be at least 90%, (3) The suit
ability level of the observed and expected student activities should be at least 80%, (4) There is an
increasing trend of the formative test scores, (5) More than 50% of students provide a positive
response on the learning instrument developed, (6) The teachers provide a positive response on the
learning instruments developed [21]. The instruments of this study were student worksheet,
observation questionnaire to investigate student learning activities, a problem-solving skills test,
student questionnaire about the learning instrument developed observer questionnaire about the
learning instrument developed.

3. Results and Discussion

Based on the effectiveness test of the learning instruments following the indicators of effectiveness
proposed by Kemp, Morison & Ross [21], the results are as follow.

3.1 The analysis results of students’ on-task activities

Students’ on-task activities were determined based on the scores of student worksheet from meeting I
to IV. The developed student worksheets consisted of Worksheet 1, 2, 3, and 4. The students worked
on the worksheet in groups. Figure 1 presents one of student works on the worksheet.

Figure 1. One of the students' works on the worksheet

Students’ works were then analyzed using the assessment rubric. Table 1 is the analysis results of
students’ score for the worksheet.
The analysis results of student worksheet scores presented in Table 1 show that the average scores
for group I, IV, and V are excellent, while the score for group II, III, and VI are good. The overall
score of the students is 90.28. The quality of student group collaboration kept increasing in each
meeting. It was evidenced by the increasing group scores in solving problems presented in the
worksheet integrating the local context through the PBL model from the first to the fourth lesson.
Based on the overall mean score of the worksheet, students had been able to use and work on the
worksheet developed very well. Thus, the analysis results of students' on-task, as indicated by the
group scores in each meeting were achieved. The increasing scores on the worksheet were because
students could easily understand the problems. They can solve the problems using their way, referring
to the knowledge they acquired from formal education and everyday life without copying the teacher
works. This finding is in line with [4] stating that cultural aspects are beneficial to introduce
mathematics as a part of everyday life, to develop connection skills meaningfully, and to deepen
mathematical understanding of the students.

3
AICMSTE 2019 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012036 doi:10.1088/1742-6596/1460/1/012036

Table 1. Students’ worksheet score analysis

Score
No Group Mean Criteria
Worksheet 1 Worksheet 2 Worksheet 3 Worksheet 4
1 I 87.50 91.67 95.83 95.83 94.79 Excellent
2 II 83.33 87.50 87.50 91.67 87.50 Good
3 III 87.50 87.50 87.50 87.50 87.50 Good
4 IV 87.50 83.33 95.83 95.83 90.63 Excellent
5 V 87.50 87.50 95.83 95.83 91.67 Excellent
6 VI 87.50 87.50 91.67 91.67 89.58 Good
Total Mean 90.28 Excellent

3.2 The analysis results of students’ activities

The observation aimed to investigate student learning activities using learning instruments developed
during the learning. The observation data were from two mathematics teachers. The data were
analyzed using the descriptive analysis (percentage). Table 2 presents the analysis results of the
observation data on students’ activities.

Table 2. The analysis results of the student’s activities observation

Lesson
Total
No Group 1 2 3 4
Mean
OI O II Mean OI O II Mean OI OII Mean OI O II Mean
92% 96% 96% 96% 100% 100% 100% 100%
1 I 94% 96% 100% 100% 98%
88% 92% 92% 92% 92% 92% 96% 96%
2 II 90% 92% 92% 96% 93%
92% 88% 92% 88% 92% 92% 92% 92%
3 III 90% 90% 92% 92% 91%
88% 92% 92% 92% 96% 100% 100% 100%
4 IV 90% 92% 98% 100% 95%
96% 96% 96% 96% 100% 96% 100% 100%
5 V 96% 96% 98% 100% 98%
92% 88% 92% 92% 92% 96% 96% 100%
6 VI 90% 92% 94% 98% 94%
Total Mean 92% 93% 96% 98%
OI is Observer I and OII is Observer II

The overall mean students’ activity indicates that the students’ activities during the learning
steadily increased in each lesson, and the activities of each group are categorized as excellent. On
average, students’ activities score in the group was more than 90% for each lesson. This means that
student learning activities in the learning utilizing learning the instruments developed falls into the
excellent category. The learning conducted with the PBL learning instrument integrating the local
contexts stimulates students to learn. This finding agrees with Marzano [7] who believed that PBL
learning presenting contextual problems, encourage students to learn.

3.3 The analysis results of student test scores on problem-solving skills

The improvement of students’ problem-solving skills can be identified by comparing the students’
problem-solving skills test scores before and after the learning using the learning instruments
developed. Figure 2 displays one of the students answers in the problem-solving skills tes.

4
AICMSTE 2019 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012036 doi:10.1088/1742-6596/1460/1/012036

Figure 2. One of student answers in the problem-solving skills test

Before students learn to use the developed learning instruments, their problem-solving skills test
scores were low. No students satisfied the minimum criteria of mastery learning set by the school
(≤70). However, 100% of students met the minimum criteria of mastery learning (≤70) after they
experienced the learning using the learning instruments developed. Thus, students’ problem-solving
skills increased because PBL is the learning utilizing authentic problems that are unstructured and
open [9]. There fore, the implementation of the learning employing the PBL learning instruments,
integrating the local contexts and the problems being presented with incomplete or implied
instructions, foster the students to think critically. It also accustoms students to have high curiosity, to
seek information from multiple sources, to conduct experiments and to linkto other subjects they
learned before.

Table 3. The analysis results of students’ positive responses to the student book
No Score Percentage Criteria
1 70 97.22 Excellent
2 63 87.50 Good
3 58 80.56 Good
4 63 87.50 Good
5 58 80.56 Good
6 72 100.00 Excellent
7 63 87.50 Good
8 72 100.00 Excellent
9 67 93.06 Excellent
10 63 87.50 Good
11 64 88.89 Good
12 71 98.61 Excellent
13 65 90.28 Excellent
14 63 87.50 Good
15 65 90.28 Excellent
16 66 91.67 Excellent
17 63 87.50 Good
18 63 87.50 Good
19 67 93.06 Excellent
20 65 90.28 Excellent
21 72 100.00 Excellent
22 48 66.67 Inadequate
23 71 98.61 Excellent
24 64 88.89 Good
25 58 80.56 Good
26 59 81.94 Good
27 63 87.50 Good

5
AICMSTE 2019 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012036 doi:10.1088/1742-6596/1460/1/012036

3.4 The analysis results of students’ positive responses to the learning instruments developed
Students positive responses were based on students’ assessment of the student book and worksheet
conducted during the trial. Data of Student questionnaire were analyzed using percentage. Table 3 and
4 show the analysis results of student questionnaire data on student book and student worksheet.
The analysis results of students’responses to the student book shown in Table 3 indicates that 26
students (96.30%) provided positive responses on student book, meaning that they rated the book
positively.

Table 4. The analysis results of students’ positive responses on

the student worksheet
No Score Percentage Criteria
1 47 90.38 Excellent
2 48 92.31 Excellent
3 48 92.31 Excellent
4 34 65.38 Inadequate
5 51 98.08 Excellent
6 44 84.62 Good
7 51 98.08 Excellent
8 43 82.69 Good
9 45 86.54 Excellent
10 52 100.00 Excellent
11 45 86.54 Good
12 52 100.00 Excellent
13 45 86.54 Good
14 47 90.38 Excellent
15 48 92.31 Excellent
16 47 90.38 Excellent
17 47 90.38 Excellent
18 44 84.62 Good
19 47 90.38 Excellent
20 44 84.62 Good
21 45 89.54 Good
22 44 84.62 Good
23 45 89.54 Good
24 46 88.46 Good
25 44 84.62 Excellent
26 52 100.00 Excellent
27 41 78.85 Adequate
Table 4 presents the analysis results of the student responses on the worksheet, 25 students
(92.59%) provided positive responses. This indicates that more than 50% of students positively rate
the student book. The results of the questionnaires administered to 27 students (one of Year 7 class)
concerning the student book and the worksheet indicates that more than 50% of students have
a positive response on the learning instruments developed.

3.5 The analysis results of teacher positive responses to the learning instrument developed
Data from the teacher questionnaire concerned on the teachers' assessment of the teacher book,
student book, lesson plan, and student worksheet from the teachers' perspective. The data was obtained
from two mathematics teachers and analyzed using descriptive analysis (percentage). The results of
the teacher questionnaire data analysis showed that the assessment for teacher book, student book,
lesson plan, and worksheet accounted for 87.08%, 85.63%, 83.68, and 82.50%, indicating that teacher’
assessment of the teacher book, student book, lesson plan, and student worksheet were categorized as
good. This finding suggests teachers' positive evaluation of the learning instruments developed.

6
AICMSTE 2019 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012036 doi:10.1088/1742-6596/1460/1/012036

Prior to the learning using the instruments developed, the mean score of the students and the
observer's assessment of the average student activities were above 90%. In addition, the scores
concerning students' problem-solving skills test and students questionnaires related to the developed
learning instruments increased; and the observer provided positive assessment for the learning
instruments developed. The instruments developed satisfied five out of six indicators [21]. Thus, it can
be concluded that they are effective to use. A learning instrument is effective if fulfils the objectives to
be achieved [22]. In this study, the aim was to improve students' problem-solving skills.

4. Conclusion
The PBL learning instruments developed satisfied the criteria of effectiveness as evidenced by 1) the
score of students’ group assignment on the worksheet was 90.28%, indicating the good criteria; 2) the
teacher’s assessment result of student activities were 96%, meaning that the students’ activities were
developed very well when they used using learning instruments; 3) students’ problem-solving skills
were enhanced after they experienced the learning using the designed learning instruments; 4) more
than 50% of the students provided a positive response on the learning instruments developed; 5) the
teacher provided a positive response to the learning instruments developed. As the effectiveness
criteria in developing learning instruments have been met, the learning materials developed are
effective for use and can improve the problem-solving skills of junior high school students. It is hoped
that learning device can trial at some schools which has the same characteristics and implemented by a
different teacher.

References
[1] Yang X 2012 What Constitutes Good Mathematics Teaching in Mainland China: Perspectives
from Nine Junior Middle School Teachers Journal of Mathematics Education 5(1) pp 77-96
[2] Kemendikbud 2013 Peraturan Pemerintah tentang Pengelolaan dan Penyelenggaraan
Pendidikan (Jakarta: Badan Pengembangan Sumber Daya Manusia Pendidikan dan
Kebudayaan dan Penjamin Mutu Pendidikan)
[3] Munir M and Widodo T 2012 Pengembangan Perangkat Pembelajaran Berdasarkan Masalah
Pada Materi Program Linier Kelas XII Unnes Journal of Mathematics Education Research
1(1) pp 51-57
[4] Adam S 2004 Ethnomathematical ideas in the curriculum Mathematics Education Research
Journal 16(2) p 49-68
[5] Widjaja W 2013 The Use of Contextual Problems to Support Mathematical
Learning Indonesian Mathematical Society Journal on Mathematics Education 4(2) pp 157-
168
[6] Van Den Heuvel-Panhuizen M 2005 The role of contexts in assessment problems in
mathematics For the learning of mathematics 25(2) pp 2-23
[7] Saefuddin H A dan Berdiati I 2014 Pembelajaran Efektif (Bandung: Remaja Rosdikarya) [8]
Arends R I 2008 Learning to Teach (Yogyakarta: PustakaPelajar)
[9] Trianto 2007 Model-Model Pembelajaran Inovatif berorientasi Kontruktivistik (Jakarta: Prestasi
Pustaka)
[10] Riyanto Y 2010 Paradigma Baru Pembelajaran Sebagai Referensi bagi guru Pendidik dalam
Implementasi Pembelajaran yang Efektif dan Berkualitas (Surabaya: Kencana Prenada
Media Group)
[11] Marzano R J and Heflebower T 2012 Teaching &Assesing 21st Century Skills (United States of
America: 555 North Morton Street Bloomington IN 47404)
[12] Trianto 2007 Model-Model Pembelajaran Inovatif berorientasi Kontruktivistik (Jakarta: Prestasi
Pustaka)
[13] Sumarmo U 2012 Pendidikan Karakter Serta Pengembangan Berfikir dan Disposisi Matematik
dalam Pembelajaran Matematika Jurnal Pendidikan Matematika 25 (NTT: Seminar
Pendidikan Matematika)
[14] Kemendikbud 2014 Materi Pelatihan Guru Implementasi Kurikulum 2013 SMP/MTs
Matematika (Jakarta: Kementrian Pendidikan dan Kebudayaan)

7
AICMSTE 2019 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012036 doi:10.1088/1742-6596/1460/1/012036

[15] NCTM 2000 Principles and Standards with The Learning From Assesment Materials (Virginia:
NCTM. Inc)
[16] Polya G 1985 How To Solve (New Jersey: It 2nded Princeton University Press)
[17] Sulaeman E dkk and Astriyani A 2016 Upaya Meningkatkan Kemampuan Pemecahan Masalah
Matematika SMP melalui Strategi Problem Based Learning Pada Kelas VIII-C SMP
Muhammadiyah 29 Sawang Depok Junal Pendidikan Matematika & Matematika 2 p 31 – 43
[18] Sari I A 2017 Pengembangan Perangkat Pembelajaran Saintifik dengan Self Assesment untuk
Meningkatkan Kemampuan Pemecahan Masalah Siswa Tesis (Banda Aceh: Universitas
Syiah Kuala)
[19] Sariningsih and Purwasih 2017 Pembelajaran Problem based learning (PBL) untuk
Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Self–Efficacy Mahasiswa
Calon Guru Jurnal Nasional Pendidikan Matematika 1 (Bandung: STKIP Siliwangi
Bandung) p 163 – 177
[20] Dick W and Carey L 1990 The Systematics Design Of Instruction (Second Edition) (London:
Scott, Foresman and Company)
[21] Kemp, Morrison and Ross 1994 Designing Effective Instruction (New York: Merril Macmillan
College)
[22] Plomp T and Nieveen N 2007 An Introduction To Educational Design Research Proceeding Of
The Seminar Conducted at The China Normal University Shanghai PR China (Netherlands:
NetzodrukEnchede)