Problem-based learning for measuring representation ability

Abstract

Abstract The research is descriptive qualitative which aims to describe mathematical representation ability of students in class 11 with problem-based learning models on geometric sequences and series. The instruments used in this study were students’ worksheets, test questions, lesson plans, and teaching materials. In this research, it can be concluded that mathematical representation ability of students through the learning with Problem Based Learning (PBL) method comes up. The students do all the aspects of mathematical representation, which are the visual representation, numeric representation, symbolic representation, and algebraic representation. The dominant parts which appear are the visual representation, symbolic representation, and algebraic representation. The mathematical representation ability which rarely shows is the numeric representation. It also means that the form of the question also affects students in deciding what mathematical representation aspect to be used.