The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Erif Ahdhianto,Haryanto Haryanto,Marsigit Marsigit,Novi Nitya Santi

doi:10.12973/eu-jer.9.2.753

Abstract

Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students’ skills are less satisfying. Thus, this study aims to improve students’ problem-solving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasi-experimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre- and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students’ problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students’ problem-solving and mathematical communication skills.

Highlights

Problem-solving skills are one of the important skills in learning mathematics in the 21st century. Polya (1973) highlighted that problem-solving as an attempt to find a way out of a difficulty in order to achieve a goal
It is suggested that Metacognitive-Based Contextual Learning (MBCL) should be used more frequently in primary school mathematics to further improve students’ problem-solving and mathematical communication skills
Other studies agreed on the importance of improving problem-solving skills among students, for instance, Andrews and Xenofontos (2014) and Branca (1980) considered that these essential skills are needed by students to evaluate mathematical information and solve problems in daily life

Summary

Introduction

Problem-solving skills are one of the important skills in learning mathematics in the 21st century. Polya (1973) highlighted that problem-solving as an attempt to find a way out of a difficulty in order to achieve a goal. The National Council of Teachers of Mathematics (NCTM) (2000) suggested that teachers develop students’ mathematical problem-solving early on. This is important because advanced problem-solving skills encourage students to share ideas, discuss and expand mathematical discussions with their peers, and transfer their experiences to different situations, and in turn improve their problemsolving outcomes (Bostic et al, 2016; Santos-Trigo & Reyes-Martinez, 2019). Mathematical problem-solving is a vital skill that students need to learn, evaluate, and solve everyday mathematical problems in order to achieve a goal. Problem-solving skills should be possessed by children from the elementary school level

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Conclusion