The effectiveness of collaborative learning model with challenging task on students mathematical problem-solving skills

Abstract

This study aimed to examine the effectiveness of collaborative learning model with challenging task in terms of students’ mathematical problem solving skills. This study was a quasi-experimental with pre-test and post-test control group design. The population of this study was all the eighth-grade students in one of the state junior high school in Pontianak that consisted of nine classes, then randomly selected two classes as samples. One class as the experimental group was taught using collaborative learning model with challenging task, while another class as the control group was taught using collaborative learning model. The data were obtained by tests including a pre-test and a post-test to measure students’ problem solving skills. Data were analyzed using one-sample t-test and independent-samples t-test at a significance level of 5% on the normalized gain score. The result of the study shows that collaborative learning model with challenging task and collaborative learning model are both effective in terms of students’ mathematical problem solving skills. Furthermore, this study concludes that collaborative learning model with challenging task is more effective than the collaborative learning model in terms of students’ mathematical problem solving skills.