Abstract
The aim of this research was to examine the effect of learning application of SQRQCQ problem solving with children’s literature toward the reading comprehension skills of elementary school students. This research involved 105 fifth grade students in three intact classes in Bandung. The quasi-experimental research with control class without pre-test was done, but previously prior math knowledge test was conducted to find out the equality of each class ability and grouping them into high, medium, and low. The research data was obtained from test on the prior knowledge in math and written post-test based on two mathematical texts, and each text contain four questions. Data were analyzed using one-way ANOVA and two-way ANOVA. The results from the research show that 1) the learning of SQRQCQ problem solving with children’s literature leads to higher effect on the achievement of mathematical reading comprehension skill if compared to both student groups getting other learning, 2) students with high prior math knowledge has higher mathematical reading comprehension skill if compared to two other level of prior knowledge, and 3) there is no interaction effects between the learning done and prior knowledge on the mathematical reading comprehension skill. The research recommended that SQRQCQ problem solving learning with children’s literature can be used on mathematics learning in elementary school in order to supporting mathematical reading comprehension skill.
Highlights
Problem solving has been the main theme in research and curriculum throughout the world (Torner, Schoenfeld, and Reiss, 2007), including in Indonesia
The purpose of this research is to study the effect of SQRQCQ problem solving learning with children’s literature toward the skill of mathematical reading comprehension and comparing it with a four-step problem-solving learning by Polya and usual learning
This low literacy reading is occured in mathematical literacy
Summary
Problem solving has been the main theme in research and curriculum throughout the world (Torner, Schoenfeld, and Reiss, 2007), including in Indonesia. Indonesia places mathematical problem solving skill as one of the mathematics learning goals and problem solving approaches as the focus on mathematics learning (BSNP, 2006). In the problem solving activity, it is greatly (http://creativecommons.org/licenses/by/4.0/) apply.
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