The effectiveness of the problem-based learning model assisted with Napier’s bones to improve learning outcomes on whole number multiplications material

This study tried to reveal the effectiveness of problem-based learning assisted with Napier’s bones on mathematics learning results. The low mathematics learning result in class III thematic learning in the third-grade thematic education at Hasanuddin Cluster, Tayu District, Pati, are caused by misconceptions about arithmetic operations. Therefore, an attractive, innovative, and suitable learning model is required to realize an effective learning process. It is an experimental quantitative study under the quasi-experimental design and the randomized pretest-posttest control group design. The research sample included the experimental group (RE) of class III A and the control group (RP) of class III B, randomly selected with a full selection of 34 students. The data were gathered through tests, observations, interviews, questionnaires, and documentation. The data analysis techniques include an examination of validity, reliability, level of difficulty, and discrimination. The preliminary data analysis consisted of a normality and homogeneity test. In contrast, the final study included normality, homogeneity, z-test (completeness of learning), t-test (mean difference), and n-gain test (improvement of education). The results showed that the z-test of the experimental class was Zcount> Ztable(2.38>1.64), and the control class’ was Zcount> Ztable(1.61 ttable (4.03>2.11), expressing that the practical course had a higher average learning score than the control. The n-gain test also denoted that the experimental class scored 0.72, higher than the control, which scored 0.49. This study concluded that problem-based learning with Napier’s bones effectively escalated the third graders’ learning outcomes on the multiplication of whole numbers.