Enhancing Junior High School Students’ Mathematical Connections Through Problem-Based Learning Assisted by Padlet

Abstract

Mathematical connection skills are among the abilities students need to apply mathematical concepts effectively when solving real-world problems. Therefore, it is important to improve junior high school students' mathematical connection skills through innovative teaching methods. This study aims to test the effectiveness of Problem-Based Learning (PBL) assisted by Padlet on students’ mathematical connection skills. This study employed a quantitative approach using a pretest-posttest control group design, to compare 64 junior high school students in Semarang. Data were collected through a mathematical connection skills test and subsequently analyzed using descriptive and inferential statistical tests, such as the t-test and z-test. The results indicate that the mathematical connection skills of students in the experimental group, who received Problem-Based Learning supported by Padlet, were significantly higher (M_Pretest = 33.98; M_Posttest = 88.02) than the control group (M_Pretest = 29.81; M_Posttest = 80.72). This effectiveness was demonstrated by the acceptance of the alternative hypothesis, as evidenced by the mean mathematical connection ability scores exceeding the minimum competency threshold of 75, a classical mastery rate exceeding 75%, the experimental group’s mean mathematical connection ability scores being higher than those of the control group, and the experimental group’s learning mastery rate being higher than that of the control group.