Problem-Based Learning based on Electronic Module: Students' Mathematical Communication Process in terms of Cognitive Style

Background/purpose. This study aims to evaluate the effectiveness of using E-Module-based Problem-Based Learning (PBL-EM) in improving the mathematical communication skills of Senior High School students based on their cognitive style on mathematical logic material.

Materials/methods. This study used a mixed design with an embedded design approach and a pre-post-test design with a non-randomized control group. The research sample consisted of 39 students, of whom 20 were in the experimental group using PBL-EM, while 19 were in the control group using PBL. Data collection involved questionnaires, descriptive tests, and in-depth interviews to capture quantitative and qualitative aspects. Data analysis was conducted using a T-test to compare learning outcomes between the two groups.

Results. The results showed that there was a significant difference (p < 0.05) in mathematical communication skills between the experimental and control groups. The average post-test score of students in the experimental group (20.00) was higher compared to the control group (19.00), signalling the positive impact of PBL-EM implementation. Cognitive style analysis showed that students using PBL-EM showed better improvement in the mathematical communication process, especially in the context of convergent pseudo-images and divergent pseudo-mathematical expressions. PBL-EM proved effective in improving students' mathematical communication skills and showed the importance of adjusting learning methods to students' cognitive styles.

Conclusion. The findings suggest that integrating technological tools with cognitive-style adaptation can significantly improve mathematical communication, providing valuable insights for innovative mathematics instruction.

Keywords: Student’s mathematical communication process, cognitive style, problem-based learning, e-module, math logic

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