Improvement of Mathematical Problem Solving and Disposition Ability of MTs Students through StrategiesThink Talk Write in Cooperative Learning in Kuantan Singingi Regency

Guswinda, Guswinda; Yuanita, Putri; Hutapea, Nahor Murani

doi:10.31258/jes.3.3.p.377-389

Cited by 10 publications

(10 citation statements)

References 1 publication

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“…Further, in PhBL, students are given the opportunity to upgrade their flexibility in investigating mathematical ideas and trying to discover alternative methods for solving problems [22]. The students' capacity in solving their self-made problems related to their chosen phenomenon has exercised their mathematical abilities widely.…”

Section: Resultsmentioning

confidence: 99%

Embedding Proof-Writing in Phenomenon-based Learning to Promote Students’ Mathematical Creativity

Asahid¹,

Lomibao²

2020

EDUCATION

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The study aimed to identify the significant impact of phenomenon-based learning and embedding proof writing to this new teaching strategy on students' mathematical creativity in tertiary education. The study used a quasi-experimental pretest-posttest non-equivalent control group design. There were 2 experimental groups, one exposed to phenomenon-based learning alone and the other was exposed to phenomenon-based learning with classroom proof-writing activities, and one control group exposed to the conventional method. Multiple solution tasks were used to measure students' level of creativity. The data were analyzed using mean, standard deviation, and ANCOVA. The analysis revealed that students exposed to phenomenon-based learning with proof writing had the highest posttest creativity score. Students in this group had a significantly higher level of creativity among the three groups. Further, students exposed to phenomenon-based learning alone may not outperform students exposed to phenomenon-based learning with proof writing, but they still had significantly higher posttest mean scores compared to students exposed to the conventional type of teaching. The researchers recommend to teachers in tertiary education to use phenomenon-based learning with proof writing in teaching mathematics and its related courses since this instructional approach engages students in learning that is more focused to real-life issues, apply skills and knowledge from different subjects, and enhance important skills like creativity, problem-solving, communication, and teamwork.

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Section: Resultsmentioning

confidence: 99%

Embedding Proof-Writing in Phenomenon-based Learning to Promote Students’ Mathematical Creativity

Asahid¹,

Lomibao²

2020

EDUCATION

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“…The problem based learning model is a learning model that uses problems as a focus for developing problem solving skills, materials, and self-regulation (Eggen et al, 2012). This shows that the ability to solve mathematical problems is an ability that must be possessed by students and is one of the factors that determine student learning outcomes in mathematics (Guswinda et al, 2019). Furthermore, Rianti et al, (2020) also states that learning tools developed can improve mathematical problem solving abilities.…”

Section: Introductionmentioning

confidence: 98%

Development of Mathematics Learning Devices by Applying Problem Based Learning to Increase Students Mathematical Solving Skills of Class VII Junior High School

Fitria

Hutapea

Zulkarnain

2020

Journal of Educational Sciences.

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This research was motivated by the low ability of Mathematical Problem Solving (KPMM) of students. In order to improve KPMM, teachers can do designing the learning process. This study aims to develop mathematical learning tools that are valid, practical and effective. The development model used the Borg and Gall model. The research instrument consisted of syllabus validation sheets, lesson plane (RPP), student worksheet (LKPD), observability of implementation, student questionnaire responses and KPMM test instruments. The result shows the mathematics learning kit using the PBL model was already valid which is for the syllabus was 85.41%, RPP was 85.11%, LKPD was 88.67% and the test instrument was 81.71%. The learning kit fulfills the practicality requirements in large group trials with an average questionnaire of students responses of 91.99% and an average of 94.58%. Effective mathematics learning tools is to improve KPMM of students with student learning outcomes that is based on the achievement of KKM with the percentage of completeness reached is 88.24%. Development of learning tools can significantly improve students mathematical problem solving abilities at a significant level of P = 0,000 with α = 0.05. Thus, it can be concluded that the development of mathematics learning tools by applying problem based learning can improve students mathematical problem solving abilities

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“…Mathematical problem-solving ability is a basic ability in learning mathematics. This shows that the ability to solve mathematical problems is an ability that must be possessed by students and is one of the factors that determine student learning outcomes in mathematics (Guswinda et al, 2019). However, the results of the preliminary study related to the ability to solve mathematical problems in the material to build flat-sided space for students of class VIII at SMP Negeri 6 Siak Hulu are still low.…”

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confidence: 97%

Development of Mathematics Learning Tools in the Context of Riau Malay Culture to Improve Students Mathematical Problem Solving Ability

Rianti

Saragih

Zulkarnain

2020

Journal of Educational Sciences.

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This research was motivated by the lack of learning devices that are considered to be able to train students mathematical problem solving abilities. The purpose of this study was to develop mathematical learning tools that meet the valid, practical, and effective requirements to improve the mathematical problem solving abilities of students in grade VIII SMP on flat side space. The development model used was the 4D model. Based on the results of the validation data analysis, it was concluded that the learning device developed was valid. The results of the syllabus validation were 80.56%, RPP 81.43%, LKPD 87.34%, pretest questions 78.94%, posttest questions 79.86%. This learning tool fulfills the practical requirements in large group trials with an average performance result of 93.06% and an average questionnaire response of students 91.21%. The use of effective learning tools has improved the student learning outcomes. Development of learning tools can significantly improve students mathematical problem solving abilities at a significant level of 0,000 with α = 0.05. This shows that the learning tools that was developed already meet the valid, practical, and effective requirements and can improve students' mathematical problem solving abilities.

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Improvement of Mathematical Problem Solving and Disposition Ability of MTs Students through StrategiesThink Talk Write in Cooperative Learning in Kuantan Singingi Regency

Cited by 10 publications

References 1 publication

Embedding Proof-Writing in Phenomenon-based Learning to Promote Students’ Mathematical Creativity

Embedding Proof-Writing in Phenomenon-based Learning to Promote Students’ Mathematical Creativity

Development of Mathematics Learning Devices by Applying Problem Based Learning to Increase Students Mathematical Solving Skills of Class VII Junior High School

Development of Mathematics Learning Tools in the Context of Riau Malay Culture to Improve Students Mathematical Problem Solving Ability

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