Adaptive reasoning and strategic competence through problem based learning model in middle school

Abstract

Most textbooks that are provided by the government employ a lot of non-routine problems in their exercise practice. However, students are incapable of understanding the non-routine problems and they struggle in using their reasoning power which affects the overall achievement of mathematics. The purpose of this study is to identify the students’ ability in relation to adaptive reasoning and strategic competence through Problem Based Learning (PBL) model. This study involved six seventh graders in middle school. Data on students’ adaptive reasoning capabilities and strategic competencies are collected through tests which were conducted over five learning sessions with the PBL model. The research data was analyzed descriptively by comparing test result and interview with the indicator of adaptive reasoning and strategic competences ability. The results show that students’ adaptive reasoning ability can be initiated through learning by PBL model. Two out of the three strategic competence indicators are met by all students. The two indicators are understanding and presenting math problems to verbal forms and selecting the right formula, approach and/or method to solve the problem. Only one indicator of strategic competence is not achieved, which is checking the truth on the settlement of problems that have been obtained. This study provides an overview of the importance of training students to answer non-routine problems through learning. It is a challenge for teachers to familiarize students with systematic steps through various strategies that involve reasoning.