Problem-Based Learning in Elementary Mathematics: Enhancing Mathematical Self-Efficacy and Communication Skills

Octarina Hidayatus Sholikhah, Lingga Nico Pradana, Ardi Dwi Susandi, Ida Ayu Istiqomah, Gianita Sella Wisuda, Darwin M. Andres

Abstract

This study investigated the use of Problem-Based Learning (PBL) in elementary mathematics, with particular attention to students’ mathematical self-efficacy and mathematical communication skills. A quantitative quasi-experimental study was carried out using a pretest–posttest control group design. The participants were 45 fifth-grade students from two elementary schools during the 2024/2025 academic year, including 22 students assigned to the experimental group and 23 to the control group. Students in the experimental group participated in four PBL lessons on whole-number arithmetic operations, while those in the control group received conventional mathematics instruction. Mathematical self-efficacy was assessed through a 20-item questionnaire, and mathematical communication skills were measured using a 10-item test. The data were examined using analysis of covariance (ANCOVA) after the required assumptions had been assessed. The analysis revealed a significant between-group difference in mathematical self-efficacy after controlling for the pretest score, F(1,42) = 24,100; p < 0,001; partial η² = 0,365. The adjusted posttest means were 61,13 for the PBL group and 55,70 for the control group. A significant difference was also found for mathematical communication skills, F(1,42) = 8,835; p = 0,005; partial η² = 0,174 with adjusted means of 30,28 and 27,69 for the PBL and control groups, respectively. The results suggest that, within this study, PBL was associated with higher adjusted scores in both mathematical self-efficacy and mathematical communication.

Keywords

Elementary Mathematics; Mathematical Communication Skills; Mathematical Self-Efficacy; Problem-Based Learning

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References

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DOI: https://doi.org/10.20961/paedagogia.v29i3.126929

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