The Effect of PBL Integrated Education for Sustainable Development on Students' Mathematical Communication and Problem Solving Skills

Puput Puput; Ahmad Yani T; Nurfadilah Siregar; Verminus Verminus

doi:10.37905/euler.v14i1.37346

The Effect of PBL Integrated Education for Sustainable Development on Students' Mathematical Communication and Problem Solving Skills

Puput Puput, Ahmad Yani T, Nurfadilah Siregar, Verminus Verminus

Abstract

This research adopted a pretest–posttest control group experimental design. The primary objective was to investigate the impact of implementing Problem-Based Learning (PBL) integrated with the Education for Sustainable Development (ESD) approach on students’ mathematical problem-solving abilities and mathematical communication skills within the context of matrix learning. The population consisted of all 11th-grade students at SMAN 8 Pontianak (N=280), with two classes selected through probability sampling as the experimental and control groups. Data were collected using essay tests, observations, and documentation, then analyzed using independent samples t-tests, Mann-Whitney tests, and effect size analyses. The findings indicated statistically significant differences between the experimental and control groups (p<0.05). Specifically, the experimental group achieved a mean post-test score 20.21% higher than the control group in problem-solving and 36.41% higher in mathematical communication. Strong effect sizes (d=1.84 and r=1.34) further demonstrate that ESD-oriented PBL substantially improved students’ competencies compared to conventional methods.

Keywords

Education for Sustainable Develoment; Mathematical Communication; Problem Solving Skills; Problem Based Learning

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DOI: https://doi.org/10.37905/euler.v14i1.37346