DEVELOPMENT OF A PROBLEM-BASED LEARNING MODEL FORMULATED BASED ON THE COGNITIVE STRUCTURE OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

Mathematical problem-solving ability is a fundamental competency that supports students’ higher-order thinking skills (HOTS), yet many Indonesian junior high school students continue to struggle due to limited conceptual understanding and reliance on procedural memorization. This study aims to develop a Problem-Based Learning (PBL) model specifically formulated based on the cognitive structure of junior high school students by integrating Piaget’s developmental theory and scaffolding principles. Employing a Research and Development (R&D) design adapted from the Borg and Gall model, the study involved eighth-grade students and mathematics teachers as collaborators. Data were collected through observations, interviews, questionnaires, and mathematical problem-solving tests, and analyzed using a mixed-methods approach. The developed model demonstrated high validity based on expert judgment, strong practicality according to teacher and student responses, and significant effectiveness as evidenced by improvements in students’ problem-solving performance. Students showed enhanced abilities in identifying mathematical problems, formulating solution strategies, applying appropriate procedures, and evaluating results. Engagement and collaboration also increased during classroom implementation, indicating that the model successfully created a more interactive and meaningful learning environment. Scaffolding embedded in the model facilitated students’ transition from concrete to abstract reasoning, aligning with their cognitive developmental stage. These findings highlight that a cognitively aligned PBL model can serve as an effective instructional innovation to strengthen mathematical problem-solving skills in junior high schools and contribute to the broader enhancement of mathematics education.