The Practicality of the Problem Posing Approach with the STAD Setting in Mathematics Learning

Abstract

This research aims to determine the practicality of the problem-posing approach with the STAD setting in mathematics learning. Practicality can be seen based on the implementation of learning by the teacher and student responses. This research is development research that focuses on producing a problem-posing approach design with an STAD setting. The subjects of this research were 8th-grade students. The data collection instruments used in this research were teacher observation sheets and student response questionnaires. Problem posing approach STAD setting used in this learning includes (1) identifying learning objectives and motivating students, (2) forming groups, (3) presenting problems, (4) proposing new problems based on the problems given, (5) guiding students' answers by evaluating the problem-solving process (6) feedback back and, (7) give appreciation. The research results show that the learning design implementation is in the good category, and students' responses to the learning process are in the positive category. Thus, the problem-posing approach with the STAD setting in mathematics learning is in the practical category.