Implementation of Problem Based Learning on Direct Proportion Topic in Junior High Inclusive School

Abstract

This study investigates the implementation of Problem-Based Learning (PBL) in teaching direct proportion to students in an inclusive junior high school setting. The research aims to understand how PBL supports diverse learners, including students with special educational needs, in developing conceptual understanding and problem-solving skills. Using a qualitative descriptive design, data were collected through classroom observations, student worksheets, and teacher interviews. The findings reveal that PBL encourages active engagement, collaboration, and the use of real-life contexts that enhance students’ proportional reasoning abilities. Students demonstrate improved understanding when working in heterogeneous groups, while scaffolding and differentiated support play a crucial role in ensuring accessibility for all learners. However, challenges such as varied learning paces, limited time allocation, and the need for additional instructional aids were also identified. Overall, the implementation of PBL shows positive potential in fostering mathematical reasoning and promoting inclusive learning environments at the junior high school level.