Application of the Model-Eliciting Activities (MEAs) approach on mathematics problem solving capabilities

Abstract

Mathematical problem-solving skills are needed in various aspects of life because of their relationship when making decisions that are most effective in solving problems. Learning with the Model-Eliciting Activities (MEAs) approach can be an effort to support students’ mathematical problem-solving abilities. The purpose of this study was to investigate whether the increase in mathematical problem-solving abilities of students who received learning with the MEAs approach was higher than conventional learning and the attitudes of students who received learning with the MEAs approach. The research method used is experimental research using a quasi-experimental design with a pretest-posttest nonequivalent control group design. The research population is the seventh-grade students of SMP Parigi, South Tangerang. The research sample was class VII.5 as the experimental group and class VII.3 as the control group. Sampling was done by convenience sampling technique. The instrument used is a problem-solving ability test. The Mann-Whitney test on the final data showed that the increase in the experimental group’s n-change data was greater than that of the control group. Or it could be said that the increase in the mathematical solving ability of the experimental group students was greater than the control group and the experimental group students showed a positive attitude towards learning.