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Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 1, No. 1, 2018 
www.scholink.org/ojs/index.php/grhe 

98 
 

Original Paper 

Using Project Based Learning (PBL) Design to Expand 

Mathematics Students’ Understanding: A Case Study in 

Statistics Problem 

Sugi Hartono1* 
1 Mathematics Department, Universitas Negeri Surabaya, Surabaya, Indonesia  
* Sugi Hartono, Mathematics Department, Universitas Negeri Surabaya, Surabaya, Indonesia 

 

Received: May 10, 2018       Accepted: May 20, 2018        Online Published: May 24, 2018 

doi:10.22158/grhe.v1n1p98          URL: http://dx.doi.org/10.22158/grhe.v1n1p98 

 

Abstract 

This paper describes some activities that the author has designed using Project Based Learning (PBL) 

to develop students’ understanding of statistics. This study used a quasi-experimental method with a 

one group pretest-posttest quantitative research design. The subjects in this study are 30 students of 

class VII in SMP Negeri 6, Surabaya, Indonesia. The data collected using a questionnaire and a test. 

The validity of students’ response used product-moment correlations and the reliability test used the 

Cronbach’s Alpha formula, and the hypothesis was tested using the t-test (one sample t-test). The 

results showed that the positive response of students using PBL design to expand mathematics students’ 

understanding of statistics, namely 85.83%. Furthermore, there was a difference in the students’ 

learning outcomes before and after they learned through the PBL learning design, indicated by pretest 

the mean of score is 38.30 and a posttest mean score is 67.17. Besides that, tobserved of pretest is 15.931 

and tobserved of posttest is 34.655, both are greater than ttable with a significant level α=0.05 is 2.042. 

Thus, we could be concludes that there as a difference the understanding of statistics students’ outcome 

before and after learning with PBL design. 

Keywords 

project based learning, mathematics students’ understanding, statistics 

 

1. Introduction 

Classroom learning should be an effort for students to be able to develop material revelation, increase 

knowledge, and knowledge will be used later for future life. But in fact, lately a lot of learning is more 

likely to be boring and less interesting, especially in junior high, Surabaya so that many students are 



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lazy in understanding the material and even prefer to turn away from learning by playing. In particular 

statistical materials, some students are lazy in calculating data especially if the data is large. This if left 

unchecked will have an impact on the decrease in the academic value of students. 

Implementation of the model Based Project (PBL) is one alternative to overcome the above problems 

(Krajcik & Blumenfeld, 2006). The project-based learning model is one of the recommended of 

learning models in the implementation of curriculum 2013 in Indonesia. This is because PBL is a key 

strategy for creating independent thinkers and learners (Bell, 2010) and student-centered projects for 

active learning (Mosleh & Thom, 2017) that match the objectives of the 2013 curriculum. In addition 

PBL is also an innovative learning emphasizes complex activities with the goal of solving problems 

based on inquiry activities (Laviatin, 2008). Thompson and Beak (2007) also reported that they are 

students in a collaborative learning activity that challenges them as both individuals and group 

members. PBL allows students to learn by doing, applying their ideas while engaging in real-world 

activities through investigating questions, proposing hypotheses and explanations, discussing their 

ideas and finally developing solutions or outcomes (Diffily, 2002). 

Some research results indicate that project-based learning has tremendous potential to train student’ 

thinking processes (Thomas, 2000) that lead to students’ creative thinking ability. So the students 

become enthusiastic in their learning, because the teacher acts as mediator and facilitator. The results of 

this study support the research conducted by Summers and Dickinson (2012) doing research and found 

that learners who learn to use project-based learning have higher learning achievement than the 

traditional learning. Leviatan (2008) also explained in his research that learning project-based is an 

innovative learning that emphasizes complex activities with the goal of solving problems based on 

inquiry activities. In addition, according to a study from Miswanto (2011) also shows that through a 

project-based learning model, students’ learning outcomes on linear programming material become 

increasingly higher than before. 

According to Markham et al. (2003), there are six aspects needed in PBL, namely: 1) authentic, 

real-world challenge; 2) academic all rigorous; 3) apply learning by using high-performances skills; 4) 

active exploration; 5) interact and make adult connections; 6) formal and informal assessment practices. 

Besides that PBL also allows students to investigate questions, propose hypotheses and explanations, 

discuss their ideas, challenge the ideas of others, and try out new ideas (Krajcik & Blumenfeld, 2006). 

Using PBL in learning, it is expected that students better understand and know that the things learned 

related to real life around them so that the concept of statistics learned will be recorded more strongly 

in the memory of students and learning outcomes will be better. In addition, this project-based learning 

model is expected to improve student learning outcomes and improve the ability to solve daily 

problems related to the subject matter of statistics that has been received. 

The purpose of this research is to describe the Project Based Learning (PBL) design of mathematics 

students’ in learning statistics. 

 



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2. Method 

2.1 Research Design 

This study is a quantitative study with quasi experimental design using one-group pretest-posttest 

design that focuses on improving students’ understanding in learning statistics to better outcomes 

before students get PBL learning. This research was conducted in class VII of SMP Negeri 6 Surabaya, 

Indonesia. This study is implemented for 2 months, February-April 2015. 

2.2 Research Sample 

The participants of the study were 1 class who were selected from cluster random sampling from 10 

classes in the same grade from a junior high school at Surabaya city, Indonesia. The subjects in this 

study are 30 students of class VIIH, there are 15 are males and 15 are females. All students are in grade 

VII and aged between 12-13 years. Class VII H is the grade with the lowest average mathematics score 

compared to the other grade of the previous semester grade data. 

2.3 Research Instruments and Procedures 

The data collected using a questionnaire and a test. Pretest and posttest are the same questions 

consisting of 9 essays items. In our study, student activity categories to be observed include: 1) 

Listening or paying attention to teacher or friend explanations; 2) Observing, listening to, or view 

problems, events, or explanations in students worksheet; 3) Discussing or solving students worksheet 

or finding ways and answers in students worksheet; 4) Presenting the results of the discussion, 

providing feedback in groups; 5) Asking about the results of the discussion or observations to friends or 

teachers; 6) Making conclusions or summarize the learning materials in groups or together with 

teachers. 

2.4 Data Analysis 

The data analyses of our study are using validy, reliability, and hypothesis. The validity of students’ 

response used product-moment correlations and the reliability test used the Cronbach’s Alpha formula, 

and the hypothesis was tested using the t-test (one sample t-test). 

 

3. Result 

The results showed that the questionnaire of students responses filled by 30 students after following 

project-based learning on statistical materials obtained as follows: 

 

Table 1. The Results of Response Students toward PBL Design 

No Responded aspect 
Percentage (%) 

Agree Not Agree 

1 The drawing on the students 

worksheet as an illustration allows me 

to better understand the given problem

100 0 



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2 Writing mathematical symbols in 

students worksheet does not make me 

dizzy 

90 10 

3 The language used on students 

worksheet is easy to understand 
96.67 3.33 

4 Asking questions given in any 

problem is made easy for me to do 
90 10 

5 The form of presentation of students 

worksheet made me interested to 

finish it immediately 

70 30 

6 The form of presentation of students 

worksheet can made me happy to 

finish it immediately 

63.33 36.67 

7 I easily understand the language, 

writing, and illustrations used in the 

test of learning outcomes 

100 0 

8 The form of presentation of students 

worksheet helped me to understand the 

concepts of materials being studies 

76.67 23.33 

TOTAL 85.83 14.17 

 

Based on the criteria of students’ responses to instructional tools, it can be concluded that the overall 

percentage of students’ responses to learning tools amounted to 85.83% which means that students’ 

responses are positive to follow PBL lessons in statistics materials. The results of pretest before given 

PBL is presented in the following Table: 

 

Table 2. Frequency Distribution of Student Learning Outcomes before PBL 

The values Frequency Percentage (100%) Information 

0-20 4 13, 34 very less 

21-40 13 43,33 less 

41-60 11 36, 66 enough 

61-80 2 6, 67 good 

81-100 0 0 very good 

Total 30 100%  

 

 



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Based on the above table of 30 students who follow the learning there are 4 students or 13.34% which 

includes very less qualifications, there are 13 students or 43.33% which includes less qualification, 

there are 11 people 36.67% which includes enough qualification, and 2 persons or 6.67% good 

qualification. The overall average score is 38.3 and is in less qualification. While for posttest result data 

of student after given PBL is presented in the following Table: 

 

Table 3. Frequency Distribution of Student Learning Outcomes after PBL 

The values Frequency Percentage (100%) Information 

0-20 0 0 very less 

21-40 0 0 less 

41-60 8 26.67 enough 

61-80 20 66.66 good 

81-100 2 6.67 very good 

Total 30 100%  

 

Based on the above Table of 30 students who follow the learning there are 8 students or 26.67% which 

includes sufficient qualification, there are 20 students or 66.66% which includes good qualification, 

and 2 persons or 6.67% including very good qualification. The overall average score is 67.2 and is in 

good qualification. Different test results of student learning before and after given project-based 

learning are as follows: 

 

Table 4. Comparison of the Average Value of Pretest and Posttest 

 Pretest Posttest 

Maximum value 

Minimum value 

Average 

Standard deviation 

62 

17 

38.3 

13.1 

88 

50 

67.2 

10.6 

 

Based on the above Table shows that the average value posttest results are higher than the average 

value of pretest results with a difference of 28.9. Improvement of learning outcomes can also be seen in 

t-test results that there are differences in student learning outcomes before and after learning using the 

PBL model, this is evidenced by the t-test as follows. 

 

Table 5. The Results of T-Test 

The value Mean Tobserved ttable Significant Sig (2-tailed) 

Posttest 67.17 34.655 
2.042 0.185 0.000 

Pretest 38.30 15.931 



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Based on the above table, the result of one sample t-test shows t-test pretest is 15.931, while tobserved of 

posttest is 34.655. If the result of the calculation is compared with ttable (2.042) then t-test count is 

greater than price t table. Because tobserved>ttable then there are differences in student learning outcomes 

before and after learning using PBL. 

 

4. Discussion and Conclusion 

Response is an idea or feeling of students after following the lesson. According to Poerwadarminta 

(2003), response means reaction or idea that is acceptance or rejection, as well as indifference to what 

is communicated by the communicator in the message. Student responses are traced through a 

questionnaire filled after students follow this PBL lesson. Based on the result, students’ responses in 

PBL lessons in statistics materials is 85.83% which means that students’ responses are positive. 

Then we given the test, the average value of pretest results before the learning of PBL is 38.3 and the 

average value of posttest results after the learning of PBL is 67.2, of the two average scores are in good 

qualification. Based on the value seen difference, the average value after learning of PBL is better than 

the average value before learning of PBL. 

Based on the above results, we can conclude that students’ opinions about the use of project-based 

learning in improving students’ mathematical understanding can be shown by the student’s response is 

positive. While for difference of learning result of student before and after given PBL study can be 

shown with pretest average value is 38.30, mean value of posttest is 67.17. The difference in mean 

scores indicates that there is an increase in student learning outcomes. For test result tobserved pretest and 

posttest value show bigger than ttable, that is t count pretest=15.931, t-count posttest=34.655, and 

ttable=2.042. Thus it can be concluded that there are differences in student learning outcomes before and 

after learning PBL, so that PBL can give effect to students’ mathematical understanding so that student 

learning outcomes increase compared to previous tests. 

 

References 

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