Research Article

# Differences in Students Mathematical Representation Ability Taught with Problem Based Learning Model and Missouri Mathematics Project in Class X High School Students

@INPROCEEDINGS{10.4108/eai.20-9-2022.2324712, author={Amelia Sidabutar and Waminton Rajagukguk and Amin Fauzi}, title={Differences in Students Mathematical Representation Ability Taught with Problem Based Learning Model and Missouri Mathematics Project in Class X High School Students}, proceedings={Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia}, publisher={EAI}, proceedings_a={AISTEEL}, year={2022}, month={12}, keywords={the missouri mathematics project problem-based learning and students' ability to represent mathematical concepts}, doi={10.4108/eai.20-9-2022.2324712} }

- Amelia Sidabutar

Waminton Rajagukguk

Amin Fauzi

Year: 2022

Differences in Students Mathematical Representation Ability Taught with Problem Based Learning Model and Missouri Mathematics Project in Class X High School Students

AISTEEL

EAI

DOI: 10.4108/eai.20-9-2022.2324712

## Abstract

The goals of this study are to determine two things: (1) whether students who are taught using a problem-based learning approach have better mathematical representation skills than those who are taught using a Missouri mathematics project approach; and (2) how students' mathematical representation skills change depending on their early math skills.This study is kind of like an experiment.This study used students from class X at SMA Negeri 2 Bagan Sinembah as the population, and a random sample was used to select the sample.The instruments used were a math pre-ability test and a post-test of the students' ability to represent math.Two-way ANOVA was used to analyze the data.The findings demonstrated the following: (1) There is no interaction between the learning model and early mathematics ability on students' mathematical representation ability; (2) There are differences in the mathematical representation abilities of students who are taught through the problem-based learning model and students who are taught through the Missouri mathematics project model.