Improving Students’ Mathematical Problem Posing Ability Using PACE Model

Abstract

Mathematical problem posing ability is considered as a necessity for students to support their learning achievement. Some students are good at mathematical problem posing ability; some others are not. To foster mathematical problem posing in students, it is required that an innovative learning model is applied. From so many innovative learning models, one that is considered appropriate to increase the mathematical problem posing of the student is project-activity-cooperative learning-exercise learning model. This is an experimental study using pretest and posttest control groups design. The instrument used tests. The research was conducted in three regular classes of 5th-semester students of mathematics education who involved in a calculus course at IKIP Siliwangi, at a local university in Cimahi. A total of 123 students, comprises three classes A1, A2, and A3. A purposive sampling technique was used to collect data. Based on data analysis, it can be concluded that there exists a different in the improvement of student’s mathematical problem posing ability among those who received PACE model with GeoGebra (PACE-G), PACE model, and direct learning.