Enhancing Students’ Understanding of Linear Equations and Inequalities through Problem-Based Learning (PBL) in Grade X of SMA YPPK Teruna Bakti

Abstract

This classroom action research aimed to improve students’ understanding and problem-solving skills in the topic of Linear Equations and Inequalities through the implementation of the Problem-Based Learning (PBL) model in Grade X of SMA YPPK Teruna Bakti. Preliminary observations indicated that many students faced difficulties in interpreting algebraic expressions, translating real-life situations into linear models, and applying systematic strategies to solve linear equations and inequalities. Additionally, students tended to rely on teacher explanations rather than exploring problems collaboratively. Therefore, an intervention using PBL was carried out to foster active participation, analytical thinking, and learner autonomy.

The research was conducted in two cycles, following the stages of planning, action, observation, and reflection. Each cycle integrated contextual problem scenarios related to students’ daily experiences, encouraging them to investigate, discuss, and construct mathematical concepts independently before receiving clarification from the teacher. Data were collected through learning achievement tests, observation sheets, field notes, and student questionnaires. Quantitative data were analyzed by comparing the mean test scores across cycles, while qualitative data were examined to identify behavioral changes, engagement levels, and learning challenges.

The findings showed a significant improvement in students’ mastery of linear equations and inequalities. The average test score increased from the preliminary stage to Cycle I and continued rising in Cycle II, indicating progressive conceptual understanding. Students also demonstrated higher engagement, more confidence in presenting solutions, and better collaboration in solving complex problems. Qualitative observations confirmed that PBL created a more interactive learning environment where students actively reasoned, questioned, and connected mathematical ideas to real-life contexts. The study concludes that the PBL model effectively enhances both cognitive and affective aspects of learning linear equations and inequalities. It is recommended that mathematics teachers adopt PBL more consistently to