Interval: Indonesian Journal of Mathematical Education

Comparing the Impact of Problem Solving vs. Problem Posing Approaches on Mathematics Achievement in Junior High School

Wirnayanti Wirnayanti, Jeffrey Craig, Jeffrey Fourrie Malatjie — Sat, 09 Nov 2024 10:35:51 +0700

Purpose of the study: The purpose of this research is to describe students' mathematics learning outcomes using a problem solving approach, describe students' mathematics learning outcomes using a problem posing approach, and to find out differences in mathematics learning outcomes between those using the problem solving and problem posing approaches.

Methodology: This research is a type of quasi-experimental research with the Nonequivalent Posttest-Only Control Group Design. The population in this research is all students of class VIII junior high school Muhammadiyah 1 Makassar in the 2018/2019 academic year and the sample from this research consists of 2 classes, where the two classes will receive different treatment, namely the first class uses the Problem Solving approach and the second class uses the Problem Posing approach, with a total of 25 students for the Problem Solving approach and also 25 students for the Problem Posing approach.

Main Findings: The results of this research are that there are differences in the average results of learning mathematics through the Problem Solving approach and the Problem Posing approach. Where in the Problem Solving approach the average learning outcome value is 82.96 with a standard deviation of 4.78, and the average learning outcome in the Problem Posing approach is 87.88 with a standard deviation of 7.36.

Novelty/Originality of this study: This study provides new insights into how problem solving and problem posing approaches affect the mathematics learning outcomes of grade VIII students.

Exploring the Effectiveness of the Learning Cycle Model in Enhancing Mathematics Learning for Students

Mardatillah Binti M, Abimbola Nurudeen Gbolahan Adeshina — Sat, 09 Nov 2024 00:00:00 +0700

Purpose of the study: This study aims to determine the effectiveness of implementing the Learning Cycle model in mathematics learning..

Methodology: This type of research is pre-experimental research with The One Group Pretest-Posttest Design. The sampling technique in this study is by Multistage Sampling. The research instruments used are learning outcome tests, student activity observation sheets, and student response questionnaires. The data analysis used is descriptive analysis and inferential analysis..

Main Findings: 25 students or 89.29% achieved individual completeness and 3 students or 10.71% did not achieve individual completeness. This means that classical completeness was achieved with a normalized gain value of 0.70 in the high category. Based on this, the application of the Learning Cycle model is effective in learning mathematics for students.

Novelty/Originality of this study: This study offers a new perspective by showing that the application of the Learning Cycle model significantly improves students' conceptual understanding and mathematical problem-solving skills compared to conventional learning approaches.

Enhancing Creative Thinking in Circle Topics through the Realistic Mathematics Learning Approach

Subriadi Hasibuan, Cẩm Thơ Chu, Wessam A. Godh — Sat, 09 Nov 2024 00:00:00 +0700

Purpose of the study: This study aims to describe the influence of the Realistic Mathematics learning approach on Students' Creative Thinking Ability in Mathematics in terms of students' mathematics learning achievement, describe the influence of expository learning on students' creative thinking ability and describe the better influence of the 2 learning models applied by looking at the achievements achieved by students.

Methodology: This research is a quantitative research and the method used in this research is quasi experiment. The research was conducted at Madrasah Tsanawiyah Al-Ittihadiyah (Mamiyai). The population was all students of class VIII and sampling using cluster random sampling where class VIII-5 as the experimental class and class VIII-1 as the control class.

Main Findings: The realistic mathematics learning approach has a good effect on students' creative thinking skills. Expository learning has less effect on students' creative thinking skills. The effect of realistic mathematics learning is better than expository learning.

Novelty/Originality of this study: This study provides a new contribution in understanding how a contextual approach can enhance students' creative thinking skills through the exploration of geometric concepts relevant to everyday life.

Comparison of Mathematics Learning Outcomes Between Students Taught Using Direct Teaching and Discovery Learning Models

Marina Rahmayanti, Kevin Simon Kwalat — Sat, 09 Nov 2024 15:49:45 +0700

Purpose of the study: To determine the differences in learning outcomes between students taught using the direct teaching model and students taught using the discovery learning model.

Methodology: The research method used is quasi-experimental design. The population in this study were students of grade VII of State Junior High School 1 Wonomulyo and 2 classes were randomly selected as experimental classes for the study. The study was conducted by giving two different treatments to two groups of students. First, experimental class I received teaching using a direct teaching model, then experimental class II used a discovery learning model. Data collection was carried out by giving tests to students at the beginning and end of the study.

Main Findings: The research results show that there is a significant difference in improving the learning outcomes of students taught using the direct teaching model with students taught using the discovery learning model.

Novelty/Originality of this study: This study offers new insights into the effectiveness of direct instruction models compared to discovery learning in improving students' mathematics learning outcomes.

The Influence of the Student Facilitator and Explaining Type Cooperative Learning Model on Students' Mathematics Learning Outcomes

Yuniarti Yuniarti, Minh Tuấn Nguyễn — Sat, 09 Nov 2024 00:00:00 +0700