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Six-step timed PBL lesson sequence for mathematics (2 lesson hours)

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article prints the PBL steps it used: after a 5-minute explanation of tasks and assessment procedures and group formation, "each group was given problem and for 40 minutes discussing in groups", followed by a 10-minute whole-class discussion integrating new knowledge into the problem context, 30 minutes of group presentations with question and answer, and a 5-minute teacher summary with group and individual tasks. This lesson-level pattern operationalises PBL within a fixed 2-hour lesson block.

Design Implications

Context

Requirements

  • groups of students formed at the start of the lesson
  • a problem given to each group
  • teacher acts as facilitator rather than dominating the class

Constraints

  • designed for 2 hours of lessons

Target Learners

  • grade ten senior high school students

Learning Goals

  • mathematics critical thinking ability

Claims

Examples

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Key Sources

  • Reviandari Widyatiningtyas, Yaya S. Kusumah, Utari Sumarmo, Jozua Sabandar. (2015). The Impact of Problem-Based Learning Approach to Senior High School Students' Mathematics Critical Thinking Ability. IndoMS-JME, Volume 6, No. 2, July 2015, pp. 30-38. https://www.google.com/search?q=%22IndoMS-JME%2C+Volume+6%2C+No.+2%2C+July+2015%2C+pp.+30-38%22
Page metadata
Field Value
type design
id pbl-six-step-timed-math-lesson
title Six-step timed PBL lesson sequence for mathematics (2 lesson hours)
description The article prints the PBL steps it used: after a 5-minute explanation of tasks and assessment procedures and group formation, "each group was given problem and for 40 minutes discussing in groups", followed by a 10-m...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — reviandari-widyatiningtyas-2015

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