ICMSE .
: 67-73
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse Improving Mathematical Representation Ability With Problem Based Learning Models: A Systematic Literature Review Marthinus Yohanes Ruamba1,.
Yohanes Leonardus Sukestiyarno2,.
Rochmad3,.
Tri Sri Noor Asih4,.
Arief Agoestanto5,.
Author Affiliations Semarang State University.
Sekaran Campus.
Gunungpati Semarang.
Central Java.
Indonesia, 50229 Author Emails Corresponding author: marthinusruamba94@students.
idAU sukestiyarno@mail.
rochmad@mail.
idAU Inung.
mat@mail.
mat@mail.
1,2,3,4,5
Abstract.
One of the important problems in learning mathematics is representation ability.
Mathematical representation includes three basic abilities, namely visual representation, verbal representation and representation of mathematical equations or The Problem Based Learning (PBL) approach is effective in facilitating a deeper understanding of concepts and the development of mathematical problem solving skills.
The research method uses a literature review method based on the PRISMA diagram with the following process sequence: Background and Purpose.
Research Question.
Searching for the literature.
Selection Criteria.
Practical ScreenQuality Checklist and Procedures.
Data Extraction Strategy, and Data Synthesis Strategy.
The results of journal research in the last 6 years, namely 2017 - 2023, resulted in 8 articles relating to efforts to improve mathematical representation skills using a problem based learning (PBL) approach.
In-depth review related to this research article, it can be concluded that the problem based learning approach is the right approach to teach mathematical representation at various levels of education, this can be seen from the fulfillment of each indicator of mathematical representation, individual learning outcomes are more than KKM and gain value .
-gai.
is in the medium category and has experienced a significant Keywords.
Mathematical representation.
problem based learning.
systematic literature review
INTRODUCTION
One significant aspect in the context of mathematics learning is representational abilities, as revealed by research conducted by1.
The importance of mathematical representation abilities can be seen from the standards of representation abilities that have been set by2.
Indicators of mathematical representation include visual representation, representation of equations or expressions and verbal representation3.
Visual representation is an individual's ability to transform mathematical problems into diagrams, symbols, tables, graphs and other visual Verbal representation is an individual's ability to convert mathematical problems into words.
Equation representation is an individual's ability to convert mathematical problems into the form of equations or mathematical Problem low Mathematical representation ability is a significant issue in mathematics education.
Students' low ability to describe, model and communicate mathematical problems correctly can hinder the learning process and understanding of mathematical concepts.
This can result in difficulty in solving problems, communicating mathematical ideas, and applying concepts in real situations.
Some factors that may contribute to low mathematical representation abilities include inadequate teaching methods, inadequate curriculum, and students' lack of confidence in speaking or writing about mathematics.
The Problem Based Learning (PBL) approach in mathematics learning has been proven to be effective in facilitating a deeper understanding of concepts and development of students' problem solving skills"4.
PBL helps ICMSE .
: 67-73 International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse students better internalize mathematical concepts, promotes critical thinking, and strengthens problem-solving PBL can produce a deeper understanding of mathematical concepts and facilitate real-world oriented problem solving6.
PBL not only improves mathematical understanding, but also develops students' critical thinking skills and communication abilities7.
The importance of the problem based learning (PBL) approach in teaching mathematical representations is due to2PBL is one approach that can help students develop these abilities by giving them opportunities to think critically, model problems, and communicate their understanding visually, symbolically, and verbally.
This research was carried out to review an article in a certain field, which is very important in order to develop research in related fields in the future8.
This research focuses on efforts to find research articles related to mathematical representation and problem based learning (PBL) approaches in mathematics education in the period 2017 to 2023.
In studyThis is done by analyzing the distribution of research results in various regions, analyzing topics or research focus points on mathematical representations.
The question of this research is how many published research results relate to mathematical representation with PBL in 2017 Ae 2023?.
What variables are the main focus of research on improving mathematical representation abilities using the PBL model from 2017 Ae 2023? The purpose of preparing this article is to provide an overview of mathematical representations discussed in mathematics education research related to problem based learning METHOD This research is a Systematic Literature Review using the Preferred Reporting Items for Systematic Reviews and Meta-analyses or PRISMA method.
The procedure for this systematic review consists of several steps, namely .
preparing Background and Purpose, .
Research Questions, .
Searching for the literature .
Selection Criteria .
Practical Screen .
Quality Checklist and Procedures .
Data Extraction Strategy, .
Data Synthesis Strategy.
Article searches were carried out using Harzing's Publish or Perish by limiting the search scope to several existing searches such as Crossref.
Google Scholar, and Scopus.
As for The data in this research was searched using words or combinations of words that are relevant to this research, namely mathematical representation ability, problem based learning, and .
Publication times were taken from journals published in the last twenty years, namely 2017 - 2023.
Screening was carried out to select articles, namely articles published in the last 6 years .
7 - 2.
English and Indonesian language journals, articles published in reputable national and international journals.
Inclusion criteria are articles related to mathematical representation skills and problem based learning.
The articles found are then selected based on abstract information taking into account the inclusion criteria which will be used as literature in the literature review.
The essence taken from this research is the research title, name of the researcher, year of publication, research location, research methods, and significant research results.
The data analysis carried out was by conducting an in-depth study to obtain more in-depth information so as to obtain the right information to answer the objectives of this research.
RESULTS AND DISCUSSION
Results The process of searching for journals in national and international journal databases with reference to the inclusion criteria is as follows describe the findings of relevant research articles and refer to review articles using the PRISMA method.
Search articles with the help of Harzing's Publish or Perish software, 18 articles were found with existing search Google Scholar, 1909 articles with existing search crossref, and 1 article with existing search Scopus which corresponded to the words and combinations of keywords that had been determined, then the articles were shared to Obtain articles that truly comply with the predetermined inclusion criteria.
The following is a systematic review procedure as in Figure 1 below.
ICMSE .
: 67-73
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse Figure 1.
PRISMA diagram: Stages of systematic review Based on stages as in Figure 1, 8 journals were produced that correspond to the research title which is considered to represent the title of the literature used by the author.
The search results for these articles are then presented in Table 1 below.
Table 1.
Article Tracking Results Name of Journal Journal of Mathematical Didactics Pasundan Journal of Mathematics Education Suska Journal of Mathematics Education Al Qalasadi Mathematics Education Scientific Journal Square: Journal of Mathematics and Mathematics Education Intermathzo (Journal of Mathematics Education and Learnin.
Journal of School Mathematics Learning Research Integral (Mathematics Education Research Journa.
Number of articles Tracking Results Based on the results of analysis of research articles that focus on improving representation abilities with us eproblem based learning model approach, in general the number of studies always appears every year.
This can be seen in Table 2.
From 2017 to 2023 there are always articles on this topic published.
Table 2.
Distribution of the number of dt research publications from 2017 Ae 2023 Year Tracking Results Number of articles ICMSE .
: 67-73 International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse In Figure 1, research on mathematical representation abilities with the PBL model in 2017 - 2023, there are 8articlepublished by several national and international journals.
The article is spread across several journals in English and Indonesian.
Apart from that, it was found that an average of 1 to 2 articles per year were published from 2017 to 2023.
Based on the grouping results in table 1 and table 2 above, these articles are presented in the table below, grouped based on the author's name, article title, research level, research methods and main findings from the research, as in table 3 below.
Table 3.
Study of 9 articles from reviews of national and international journals Author.
Year Pratiwi, et al .
Herdiana.
Y, et al Jenita.
et al.
Astria.
Kiki Chakim.
Lukman .
Fitri.
Nurul.
et al, .
Susani.
et al Title Vocational School Students' Mathematical Representation Ability Problem Based Learning Model Mathematical Representation Ability and Self Confidence of Middle School Students Through Application of the Problem Based Learning (PBL) Model Level Method Vocationa Quantitative l High School pretest-posttes (SMK) t design Efforts to Improve Mathematical Representation Skills Through Application of the Problem Based Learning (PBL) Model for Class X MIA 1 Students at SMAN 4 Bekasi Increasing Problem Solving Mathematical Representation Skills Using Problem Based Learning Effectiveness of the Problem Based Learning (PBL) Model with Think-Talk-Write (TTW) Strategy to Improve Mathematical Representation Ability Improving Mathematical Representation Skills Application of the Problem Based Learning Model Senior High School Improving Mathematical Representation Ability Through Problem-Based Learning Models in Middle School/MTs Students Junior Qualitative Classroom Vocationa Mixed l School Key Findings Learning outcomes have increased and are above the KKM (KKM .
, the proportion of complete learning is above 75%, the average learning outcomes with PBL are better than those in the control class, and students' mathematical representation abilities using the PBL model are at a moderate gain score.
Learning with the PBL model can help foster the development of mathematical representation abilities.
Even though students have not been able to fulfill all the indicators measured, the majority of students have been able to fulfill all the indicators of mathematical representation, namely .
presenting data or information from a problem in the representation of pictures, diagrams, graphs or tables, .
solving problems involving expressions.
Only one indicator of mathematical representation ability is not met, namely writing down the steps to solve mathematical The research results show that learning mathematics using the PBL model can improve students' mathematical representation abilities.
This is shown by an increase in the average of mathematical representation ability tests and an increase in the percentage of students who reach the minimum completeness criteria (KKM) in each cycle.
Learning using Problem Based Learning can improve students' mathematical representation abilities in mathematics Increasing students' mathematical representation abilities using Problem Based Learning is better than the control class .
ot PBL).
Learning using Problem Based Learning can foster students' attitudes.
The mathematical representation ability of students taught using the problem based learning model with the think-talk-write (TTW) strategy is higher than the average mathematical representation ability of students taught using the conventional learning model.
Junior Experimental Senior High School Quantitative Improve the mathematical representation of students who applied learning model of problem based learning is better than an increase in the ability of the mathematical representation of students who received conventional learning, and there is no interaction between the learning model and grouping of students to increase the ability of mathematical representation.
Junior Experimental The results of the research show that .
the application of the PBL model can improve mathematical representation abilities with an average N-Gain value of 0.
43 which is classified as "medium", and based on the paired sample t test it is obtained that tcount > ttable or 21.
11 > 1.
71 so that the mathematical representation ability increased significantly .
Based on the independent t-test, obtained tcount > ttable or 7.
00 > 1.
675The mathematical representation of students taught by the PBL model is better than the mathematical representation abilities of students taught using conventional learning.
ICMSE .
: 67-73
International Conference on Mathematics.
Science, and Education Kamilah.
SR et al
Application of the Problem
Based Learning (PBL) Learning Model with Assistance Geogebra to Improve
Vocational School
Students' Mathematical Representation Ability Senior
High
School
QRCBN 62-6861-0508-697
https://proceeding.
id/icmse Quasi From the research results, it was found that .
there was an increase in the mathematical representation abilities of students who used Problem Based Learning with the help of Geogebra in their learning.
increasing the mathematical representation abilities of students who receive Problem Based Learning with the help of Geogebra better than conventional learning.
Based ontable 3 above, the focus of research from researchers who study efforts to improve mathematical representation abilities using the Problem Based Learning (PBL) model is presented in figure 2 below.
Figure 2.
Distribution of Research Focus Locations Figure 2.
Shows that the distribution of focus of research locations on improving mathematical representation skills with the PBL model at the junior high school level is 3 studies, at the high school level is 3 studies, and at the vocational school level is 2 studies, while at the elementary and tertiary levels there is no related research.
Furthermore, the research method most often used to examine improving mathematical representation abilities using the Problem Based Learning (PBL) model is presented in Figure 3 below.
Figure 3.
Research methods used Figure 3.
Shows that the research method used to examine efforts to improve mathematical representation abilities using the Problem Based Learning (PBL) model is a qualitative methodas much1 research, 2 quantitative methods, 1 mixed method, 3 experimental methods and 3 experimental methods.
ICMSE .
: 67-73
International Conference on Mathematics.
Science, and Education QRCBN 62-6861-0508-697 https://proceeding.
id/icmse The research results as shown in table 3 show that the results of several studies carried out as an effort to improve mathematical representation abilities using the problem based learning (PBL) learning model show that this model is very appropriate to use for teaching representation.
Research result9.
12revealed that by using PBL in teaching mathematical representations, learning outcomes were above 75% of the KKM in each learning cycle.
Besides that9.
13By using PBL, mathematical representation abilities continue to increase significantly, as indicated by the gain .
-gai.
value being at a moderate score, namely 0.
Meanwhile, the PBL model is used with the help of Geogebra14and think-talk-write (TTW) strategy15succeeded in increasing mathematical representation abilities compared to other learning models.
More carry on 16in his research stated that using the PBL model can foster mathematical representation abilities and individuals can fulfill all indicators of mathematical representation abilities, namely presenting problems in visual form .
ictures, graphs, table.
, presenting problems in the form of mathematical expressions or equations and verbal representation.
Learning with Problem Based Learning (PBL) is the right model to use teach mathematical representation abilities because the PBL model can improve mathematical concept abilities and mathematical representation This is because the PBL model is associated with increasing problem solving abilities, mathematical modeling, and a deeper understanding of concepts in a mathematical context4.
Besides that17revealed that the PBL model can help students develop better mathematical representations by providing tasks that require real problem solving and mathematical modeling.
This shows that PBL can stimulate the development of deeper conceptual understanding and mathematical representation.
CONCLUSION
Based on research results after analyzing research articles regarding improving mathematical representation abilities through the Problem Based Learning (PBL) approach from 2017 to 2023, there has been an increase every This can be seen from the 8 articles spread across national and international journals that focus on junior high school, high school and vocational school levels.
The research methods that are widely used are experimental and quantitative methods.
Apart from that, research results show that PBL is effective in improving mathematical representation abilities, with learning outcomes exceeding 75% of the KKM and significant gain .
-gai.
Combines the use of tools such as Geogebra and strategies think-talk-write strategy (TTW) in the PBL approach can improve mathematical representation abilities.
Therefore PBL is an appropriate approach to teach mathematical representations with positive results in various studies.
ACKNOWLEDGMENTS
Thanks are expressed to the Faculty of Mathematics and Natural Sciences.
Semarang State University, for being a forum for researchers to conduct this research.
REFERENCES