Students’ mathematical modeling abilities in interpretation-construction design model

Abstract

Students’ difficulties in mathematical modeling are in understanding problems, making assumptions in simplifying problem situations into a mathematical problem, recalling concepts in mathematics for solving problems, and checking solution of the problem situation. The study aims at investigating whether interpretation-construction design model (ICON) enhances students’ mathematical modeling abilities. This study is experimental in nature and it was conducted in a public senior high school in Bogor, West Java, Indonesia. The sample of this research consists of the 10th grade students. The teaching materials given were quadratic equations and functions. The instrument used in this research covers mathematical modeling test, and the data were analysed by using Mann-Whitney test and t-test. The results show that students’ mathematical modeling abilities who received learning treatment using ICON is better than those who received conventional learning. The achievement and enhancement of students’ mathematical modeling abilities who received ICON are in medium level. However, the result of the research indicates that the students found difficulties in interpreting solution and mathematical model of situation.