Research Article
Problem-Based Learning with Portfolio Assessment and Its Effect on Mathematics Communication Skills of Junior High School Students
@INPROCEEDINGS{10.4108/eai.21-10-2022.2329593, author={Fransiskus Nendi and Eufrasia Jeramat and Maximus Tamur and Finsensius Naldi}, title={Problem-Based Learning with Portfolio Assessment and Its Effect on Mathematics Communication Skills of Junior High School Students}, proceedings={Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 2022, Ruteng, Flores, Indonesia}, publisher={EAI}, proceedings_a={ICEHHA}, year={2023}, month={5}, keywords={problem-based learning mathematics communication skills portfolio assessment}, doi={10.4108/eai.21-10-2022.2329593} }- Fransiskus Nendi
Eufrasia Jeramat
Maximus Tamur
Finsensius Naldi
Year: 2023
Problem-Based Learning with Portfolio Assessment and Its Effect on Mathematics Communication Skills of Junior High School Students
ICEHHA
EAI
DOI: 10.4108/eai.21-10-2022.2329593
Abstract
This study was conducted to analyze the effect of the Problem-Based Learning (PBL) Model with Portfolio Assessment on the Mathematics Communication Skills of Junior High School Students. This goal was obtained by an experimental study at a junior high school in Lembor Distrik, Indonesia. The hypothesis was tested using a t-test after previously fulfilling the analysis prerequisites. The Hedges equation was applied to describe the treatment's effect size (ES). The analysis results show that the mathematical communication skills (MCS) of students in the class that follow the learning model of PBL with Portfolio Assessment are higher than the MCS of students who follow the conventional learning model. From the calculation of the Hedges formula, it is obtained that ES = 0.69, which means that the application of the Problem-Based Learning model with Portfolio Assessment has a moderate effect on the Mathematics Communication Ability of Junior High School Students.