Problem-solving Abilities Through Integrated Learning Nested Models in Terms of the Initial Abilities of the Pre-service Elementary School Teacher

Abstract

The low problem-solving ability of prospective pre-service elementary school teachers needs serious attention. Because students are prospective teachers who when they become teachers must equip their students with problem-solving skills. Therefore it is necessary to have a solution to overcome these problems. This study aims to obtain an overview of the problem-solving abilities of students who obtain integrated mathematics learning with the nested model in terms of the initial mathematical abilities of PGSD students. This research was conducted using a quasi-experiment. Problem-solving ability as the dependent variable, integrated learning, and early mathematical ability as independent variables. Data analysis used twoway Anova. Problem-solving ability data is taken through a problem-solving ability test, and students' initial mathematical abilities are seen from the midterm exam results. The results showed that (1) the application of Integrated Learning in mathematics learning made a positive contribution to students' problem solving abilities. This can be seen from the results of the research which show that there are differences in mathematical problem solving abilities between students who get Integrated Learning and those who get Fragmented Learning; (2) the level of students' initial mathematical abilities made a positive contribution to problem solving abilities. This can be seen from the results of the research which show that there are differences in students' initial mathematical abilities; (3) there is an interaction effect between Integrated Learning and early mathematical abilities on problem solving abilities.