The Effect of Puzzle-based Learning Approach on Students’ Mathematical Intuitive Thinking Ability

Abstract

The purpose of this research was to know students’ mathematical intuitive thinking ability between students taught with Puzzle-based Learning Approach and those taught using a Scientific Approach. The research was conducted at a senior high school Tangerang Selatan. The method of research used was quasi experiment with posttest-only control group design. The samples were 64 students; 32 students in experimental group and 32 students in controlled group by cluster random sampling technique. Data collection to measure the ability of students’ mathematical intuitive thinking used by test instrument. The result of this research showed that the value of sig.= 0,000 was less than signification standard 0,05 on hypothesis test. This indicated that the average of students’ mathematical intuitive thinking ability of teaching sequences and series taught using Puzzle-based Learning Approach was higher than those taught with Scientific Approach. This research concludes that learning mathematics using Puzzle-based Learning Approach has an effect on students’ mathematical intuitive thinking ability.