Implementation of problem-based learning using domino cards to increase learning activity and achievement mathematics

Abstract

Limited classroom participation and low mathematics achievement remain challenges in early elementary education. This study examined (1) the effect of Problem-Based Learning (PBL) using domino cards on mathematics learning activity, (2) its effect on mathematics achievement, and (3) its simultaneous effect on both outcomes. The population comprised 40 first-grade students at SDN 2 Plosorejo, Blora Regency, Indonesia. Using purposive sampling, 20 students participated in each group. A quantitative quasi-experimental method with a Nonequivalent Control Group Pretest–Posttest Design was employed. Learning activity was measured through classroom observation, while achievement was assessed using a 10-item mathematics test. Data were analyzed using descriptive statistics, MANOVA, and univariate analysis. The experimental group obtained higher mean scores for learning activity (M = 88.55) and achievement (M = 82.15) than the control group (M = 78.55 and M = 71.35). PBL using domino cards significantly affected learning activity, F(1, 38) = 103.289, p < .001, and achievement, F(1, 38) = 29.062, p < .001. The simultaneous effect was significant, F(2, 37) = 55.431, p < .001. These findings indicate that PBL using domino cards enhances participation and achievement. Teachers are recommended to integrate domino cards into PBL as a practical medium for early mathematics learning.