Improving Mathematical Problem-Solving Ability and Learning Independence through Liveworksheets-Assisted Problem Based Learning Model on Senior High School

Abstract

Mathematical problem-solving skills and independent learning are essential for facing real-life challenges. In reality, students’ abilities in both aspects tend to be low. This research aims to determine the feasibility, practicality, and effectiveness of developing a problem-based learning model assisted by Liveworksheets to improve students’ mathematical problem-solving ability and learning independence. The research method used was Research and Development according to the Borg and Gall model, with subjects of 10 students in the limited trial, 30 students in the broader trial, and 60 students in the experimental and control classes. The research instruments included interview guidelines, observation questionnaires, expert validation and response scales, students’ learning independence scales, and mathematical problem-solving tests. Data analysis was conducted using descriptive statistical analysis techniques. The results of expert validation showed that the developed product was feasible to use, with a validity score of 94%. The student response averaged 90.33%, and the teacher response averaged 87.3%, indicating that the product was feasible and practical to implement. The statistical analysis of the posttest results showed a significant difference between the experimental and control classes, with a p-value <0.05 (0.001). The N-gain analysis showed that the experimental class experienced a greater improvement, with a gain score of 0.73 compared to 0.55 in the control class. Students’ learning independence was higher in the experimental class, with an average score of 77.8% (good criteria). These findings demonstrate that the problem-based learning model assisted by Liveworksheets is feasible, practical, and effective in improving students’ mathematical problem-solving ability and learning independence.