Changes in mathematical problem-solving abilities of prospective elementary school teachers after the implementation of case-based learning

Rahmad Bustanul Anwar; Dwi Rahmawati

doi:10.29333/iejme/19253

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Rahmad Bustanul Anwar ¹ ^* , Dwi Rahmawati ¹

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¹ Mathematics Education, Muhammadiyah Metro University, INDONESIA^* Corresponding Author

Abstract

This study analyzes the changes in mathematical problem-solving abilities of prospective elementary school teachers after the implementation of Case-Based Learning (CBL) and the relationship between student engagement and post-test achievements. This quantitative research uses a one-group pretest-posttest quasi-experimental design with 161 elementary school teacher education students. Data were collected through mathematical problem-solving tests and activity observation sheets, then analyzed using descriptive statistics, paired difference tests, N-Gain, effect size, and correlation. The average score increased from 78.76 in the pre-test to 86.11 in the post-test; the difference was significant (p < 0.001) with a large effect size (d = 1.315). The average N-Gain of 0.341 falls into the moderate category. Student activity is positively correlated with post-test scores (r = 0.504; p < 0.001). Because there is no comparison group, this finding shows the observed changes after the implementation of CBL and does not prove a causal relationship.

Keywords

case-based learning
prospective elementary school teachers
student engagement
mathematics education
mathematical problem solving

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 21, Issue 4, November 2026, Article No: em0895

https://doi.org/10.29333/iejme/19253

Publication date: 01 Oct 2026

Online publication date: 15 Sep 2026

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Article Downloads: 6

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How to cite this article

APA

Anwar, R. B., & Rahmawati, D. (2026). Changes in mathematical problem-solving abilities of prospective elementary school teachers after the implementation of case-based learning. International Electronic Journal of Mathematics Education, 21(4), em0895. https://doi.org/10.29333/iejme/19253

Vancouver

Anwar RB, Rahmawati D. Changes in mathematical problem-solving abilities of prospective elementary school teachers after the implementation of case-based learning. INT ELECT J MATH ED. 2026;21(4):em0895. https://doi.org/10.29333/iejme/19253

AMA

Anwar RB, Rahmawati D. Changes in mathematical problem-solving abilities of prospective elementary school teachers after the implementation of case-based learning. INT ELECT J MATH ED. 2026;21(4), em0895. https://doi.org/10.29333/iejme/19253

Chicago

Anwar, Rahmad Bustanul, and Dwi Rahmawati. "Changes in mathematical problem-solving abilities of prospective elementary school teachers after the implementation of case-based learning". International Electronic Journal of Mathematics Education 2026 21 no. 4 (2026): em0895. https://doi.org/10.29333/iejme/19253

Harvard

Anwar, R. B., and Rahmawati, D. (2026). Changes in mathematical problem-solving abilities of prospective elementary school teachers after the implementation of case-based learning. International Electronic Journal of Mathematics Education, 21(4), em0895. https://doi.org/10.29333/iejme/19253

MLA

Anwar, Rahmad Bustanul et al. "Changes in mathematical problem-solving abilities of prospective elementary school teachers after the implementation of case-based learning". International Electronic Journal of Mathematics Education, vol. 21, no. 4, 2026, em0895. https://doi.org/10.29333/iejme/19253