Article
Problem-Based Learning Model for Mathematical Concept Comprehension Skills Reviewed from Students' Interest in Learning
Jurnal Amal Pendidikan, Vol. 7 No. 2 (2026), hlm. 168–181
Abstrak
This study aims to determine whether there is a difference in mathematical concept comprehension between students taught using the Problem-Based Learning model and students taught using the direct learning model in terms of learning interest. This study uses a quantitative method and a quasi-experimental design. The research population consisted of all 11th grade students at SMA Negeri 1 Kabawo, with two sample classes, namely the experimental class (XI-B) and the control class (XI-A). The research data were collected through observation sheets, learning interest questionnaires, and mathematical concept comprehension tests. Based on the research results, several conclusions were obtained: (1) There is a difference in mathematical concept comprehension ability between students taught using the Problem-Based Learning model and students taught using the direct learning model. (2) There is a difference in mathematical concept comprehension ability between students taught using the Problem-Based Learning model and students taught using the direct learning model who have high learning interest. (3) There is a difference in mathematical concept comprehension ability between students taught using the Problem-Based Learning model and students taught using the direct learning model who have low learning interest. (4) There is a difference in mathematical concept comprehension ability taught using the Problem-Based Learning model between students who have high learning interest and students who have low learning interest. (5) There is a difference in mathematical concept comprehension ability taught using the direct learning model between students with high learning interest and students with low learning interest.