Unleashing Problem-Based Learning Method among Mathematics Teachers

Abstract

In the era of Industry 4.0, Problem-Based Learning (PBL) has emerged as a groundbreaking and transformative teaching approach. As technological advancements continue to reshape education, PBL goes beyond traditional methods by adopting a student-centric methodology. In this context, our research aimed to explore how mathematics teachers perceive the integration of PBL into their teaching practices. We conducted a survey involving 350 mathematics teachers and used a questionnaire for data collection. The analysis of the data, presented using descriptive statistics, revealed a notably positive perception among mathematics teachers toward the implementation of PBL (Mean=4.22, Standard Deviation=0.27). The findings also underscored teachers' specific focus on key PBL activities, including synthesis and application, problem identification, reflection and assessment, self-directed learning, idea generation, and group collaboration. In conclusion, this study underscores the significant impact of PBL in the Industry 4.0 era, as evidenced by the favorable perceptions of mathematics teachers and their emphasis on crucial activities within the PBL framework.