DEVELOPMENT OF MATHEMATICS LEARNING ACTIVITIES FOR THE 21ST CENTURY USING PROBLEM–BASED LEARNING IN THE CONTEXT OF A PROFESSIONAL LEARNING COMMUNITY

Abstract

The objectives of this research were: 1) To develop mathematics learning activities for the 21^st century using problem-based learning in a professional learning community; 2) To enhance teachers’ knowledge and understanding and provide tools for assessing and evaluating mathematics teaching and classroom learning activities for the 21^st century; 3) To enhance parents’ knowledge and understanding of how to organize mathematics teaching and classroom learning activities using problem-based learning for the 21^st century; 4) To study the effects on students of organizing mathematics teaching and classroom learning activities using problem-based learning for the 21^st century. This study was conducted using action research during the 2018 academic year. The target group included 1 teacher, 36 parents, and 36 students enrolled in primary 4 grade level. The research tools used were lesson plans that employed problem-based learning, end-cycle tests, a learning achievement test, an assessment form evaluating knowledge and understanding of problem-based learning, an interview form, and a satisfaction assessment form. The statistics used in the research were mean, percentage, and standard deviation.

          Research results can be summarized as follows:

1. 1. The researcher synthesized steps / concepts outlined by 16 educators and researchers and subsequently formulated a learning management model using problem-based learning. The model comprised the following steps: 1) Identifying problems, 2) Aiming to understand, 3) Creating a plan for analysis, 4) Inquiry-based studying, 5) Scrutinizing information, 6) Confirming the results, and 7) Reflecting on the outcomes. The researcher then created 13 teaching plans along 3 operating cycles, creating learning activities according to the PLC process before proceeding with each cycle.


2. 2. In terms of the effects of the learning management model using problem-based learning, the teacher showed excellent levels of gained knowledge and understanding of organizing mathematics teaching activities for the 21^st century classroom, earning a 100 percent. Meanwhile, parents showed excellent levels of knowledge and understanding, earning a score of 81.80 percent.


3. 3. The study found that students had a learning achievement of 79.52 percent, with end-of-cycle tests from all 3 action cycles averaging 81.44 percent. The final test results from the 1^st action cycle averaged 76.67 percent, those from the 2^nd action cycle averaged 81.11 percent, and those from the 3^rd action cycle averaged 86.53 percent, showing that the scores increased with each cycle. Students reported satisfaction at the highest level, from most to least, in terms of gained knowledge and benefits, the teaching and learning format, their understanding of the content, and their teacher. The average overall satisfaction score was 4.62 from a full score of 5.