Abstract
This study aims to determine the differences in student's problem-solving abilities through the Problem Based Learning (PBL) model and the direct learning model, the differences in students' problem-solving abilities through the PBL model, and the direct learning model in terms of the characteristics of the way of thinking. This study used a quasi-experimental method with a two-way ANOVA design. The sample in this study was the fifth-semester students of class A and B IKIP PGRI Pontianak using the cluster random sampling technique. The used research instrument was a test of problem-solving ability in discrete mathematics courses and a questionnaire on the characteristics of the way of thinking. This study resulted in a difference between student's problem-solving abilities through the PBL model and the direct learning model. The results showed that there were no differences in students' problem-solving abilities through the PBL model and the direct learning model in terms of the characteristics of both the way of thinking, the way of thinking in Concrete Sequences (CS), Sequences Abstract (SA), Concrete Random (CR), or Abstract Random (AR).
Highlights
Problem-solving is an important aspect of learning mathematics because mathematical problems cannot be separated from the problem-solving process. Mukasyaf et al (2019), Nugraheni et al (2014) Oktaviana and Susiaty (2020) state that problem-solving ability is one of the most important abilities that students must have in solving a problem
The results showed that there were no differences in students' problem-solving abilities through the Problem Based Learning (PBL) model and the direct learning model in terms of the characteristics of both the way of thinking, the way of thinking in Concrete Sequences (CS), Sequences Abstract (SA), Concrete Random (CR), or Abstract Random (AR)
When viewed through the average margin of the increase in student problem-solving abilities, the average increase in student problem-solving abilities taught through the PBL model was 43.9 higher than the average increase in problem-solving abilities of students taught using the direct learning model with a mean of 39.91
Summary
Problem-solving is an important aspect of learning mathematics because mathematical problems cannot be separated from the problem-solving process. Mukasyaf et al (2019), Nugraheni et al (2014) Oktaviana and Susiaty (2020) state that problem-solving ability is one of the most important abilities that students must have in solving a problem. Problem-solving is an important aspect of learning mathematics because mathematical problems cannot be separated from the problem-solving process. Mukasyaf et al (2019), Nugraheni et al (2014) Oktaviana and Susiaty (2020) state that problem-solving ability is one of the most important abilities that students must have in solving a problem. Tambychik and Meerah (2010) stated that problemsolving is a very important aspect in the application and integration of mathematical concepts and in the ability to make decisions. The process is a stage of solving Polya's problem which consists of 4 stages, consists of (1) write down in your language what is known and asked about, and classify important and unimportant information to be used as a method or strategy; (2) make a written plan or idea that will be used to solve the problem; (3) answer the questions with plans that have been made previously; (4) recheck each problem-solving step (see or reflect) the correctness of the answers obtained, and make modifications if possible (Fahrudin et al, 2019)
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