Anxiety and fear are the main sources of student failure to accept mathematics learning and impact their inability to solve mathematical problems that require concentration, persistence, and seriousness. This study aims to: (1) Examine the improvement of students' mathematical problem-solving abilities through humanistic approaches and direct learning based on learning and at the school level; (2) Determine whether there is an interaction between learning (humanistic approach, direct learning) and the school level (moderate, low) on improving mathematical problem-solving abilities; (3) Students' attitudes towards the humanistic approach. This research method is quasi-experimental using the nonequivalent control-group design. The population in this study was students of class VIII MTs in Pekanbaru City, and the sample was students in two classes at each different school level, totaling 120 students. The instrument used consisted of problem-solving test questions. The conclusions obtained in this study are: (1) The overall achievement of the mathematical problem-solving ability of students who take learning with a humanistic approach is better than students who take direct learning. There are differences in the increase in problem-solving of students who take the humanistic approach and students who take direct learning;(2) The best quality in improving students' mathematical problem-solving abilities in the two learning groups is at the medium school level; (3) There is no interaction between learning (humanistic approach, direct learning) and the school level (moderate, low) on improving mathematical problem-solving abilities; (4) Learning with a humanistic approach raises a positive attitude: courageous, active and creative in students and able to work well among fellow students.
The purpose of this study is to test the effectiveness of the application of collaborative problem-solving learning to students’ problem-solving abilities. This research is a quasi-experimental study with a non-equivalent control group design. The sample used in this study consisted of 75 students consisting of 37 students in the experimental class and 38 students in the control class in one of Pekanbaru Riau Middle School, Indonesia. The instrument in this study was the student’s initial ability test before being given treatment and tests after being given the Collaborative Problem Solving learning treatment. In this study found that learning Collaborative Problem Solving models are effective for improving the mathematical problem-solving abilities of junior high school students from students who receive conventional learning.
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