Evaluation of project-based mathematics learning: experience and reflection
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mathematics education,
project-based mathematics,
student experience,
teacher reflection
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Abstract
This study aims to evaluate the implementation of project-based mathematics learning by focusing on the experiences and reflections of students and teachers. This study uses a descriptive qualitative approach through a literature review and document analysis related to the implementation of project-based learning in mathematics subjects. The study subjects include the empirical experiences of students and teachers involved in project-based mathematics learning. The results show that project-based mathematics learning can increase active student engagement, facilitate a deeper understanding of mathematical concepts, and encourage collaboration between students. Students demonstrated positive learning experiences, including increased learning motivation, creativity, and critical thinking skills. However, several challenges were also found in its implementation, such as relatively long time management and difficulties for some students in applying mathematical concepts to project assignments. Teacher reflections indicate that despite these obstacles, this approach opens up opportunities for teaching innovation and improves student learning outcomes. This study recommends the wider implementation of project-based learning in the mathematics curriculum with the support of thorough training and planning for teachers.
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