摘要：[English]: This study aimed to examine the effect of problem-based learning (PbL) with role-playing toward problem-solving skills of prospective mathematics teachers’ (PMTs) who take linear algebra courses. The study was a quasi-experimental with a non-equivalent control group post-test only design. Forty-two PMTs were involved and divided into experimental (taught using PbL combined with role-playing) and control groups (taught using PbL only). Data were collected using tests and video recordings. The test produces data on PMTs' problem-solving skills on linear algebra problems and video recordings resulted in the transcripts of PMTs’ discussion when they played a role. Data were analyzed through two stages. Firstly, the results of the test were analyzed quantitatively using F-test to measure the variance of the two groups, then measure the normality of the data using the interpretation of skewness and kurtosis, and finally, one-tail t-test to measure differences in test results between the two groups. Secondly, the sample of PMTs’ works in two groups and the transcripts of their conversation were qualitatively analyzed to strengthen the quantitative finding and reveal how PbL with role-playing support PMTs’ problem-solving in teacher education. This study shows that PbL with role-playing is more effective to improve students’ problem-solving skills than solely doing problem-based learning. Doing a role-playing provided students with the opportunity to be able to think and speak mathematics more formally in the context of problem-solving.
关键词：Pembelajaran berbasis masalah; Bermain peran; Calon guru matematika; Pemecahan masalah
