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All Journal AMM Progressive of Cognitive and Ability
Muzayyanah, Arifah
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Education Mathematics Other

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EFFECTIVENESS OF PROBLEM POSING AND INVESTIGATION IN TERMS OF PROBLEM SOLVING ABILITIES, MOTIVATION AND ACHIEVEMENT IN MATHEMATICS Muzayyanah, Arifah; Wutsqa, Dhoriva Urwatul
Annals of Mathematical Modeling Vol 1, No 2 (2019)
Publisher : Annals of Mathematical Modeling

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.347 KB) | DOI: 10.33292/amm.v1i2.27

Abstract

The study aims at describing the comparison between the Problem-Posing Approach and the Investigation Approach in terms of effectiveness from the perspective of Mathematical Problem-Solving Skills, mathematical motivation and Mathematical Learning Achievements. The nature of the study is a quasi-experimental research. During the conduct of the study, the overall number of populations was 206 students from Grade VII of the State 2 Junior High School Gamping. The samples within the study were selected randomly from the population namely 32 students from Grade VII A and 34 students from Grade VII B. Then, the instrument that had been administered within the conduct of the study was the Mathematical Problem-Solving Skills Test, the Mathematical Learning Achievement Test and the Mathematical Learning Motivation Questionnaire. After the data had been gathered, the overall data were analysed by using the one-sample t-test, the T2 Hotteling?s Test and the independent sample t-test. The results of the study show that the learning process by means of Investigation Approach has been more effective in comparison to Problem-Posing Approach from the perspective of Mathematical Problem-Solving Skills and Mathematical Learning Achievement but, on the other hand, the results of the study also show that the learning process by means of Problem-Posing Approach has been more effective in comparison to Investigation Approach from the perspective of Mathematical Learning Motivation for the Grade VII students of the State 2 Junior High School Gamping.
Critical Thinking Skills of Fifth-Grade Elementary School Students in Mathematics Learning through LOC-R Model: A Descriptive Study Mardiana, Tria; Muzayyanah, Arifah
Progressive of Cognitive and Ability Vol. 4 No. 3 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v4i3.1682

Abstract

Purpose - This study is aimed to describe the critical thinking skills of fifth-grade students at SD Negeri Sosrowijayan after participating in mathematics learning using the LOC-R (Literacy, Orientation, Collaboration, Reflection) model. Methodology - The study is employing a quantitative descriptive design with 20 students. The data were collected through questionnaires based on indicators, then analyzed using descriptive statistics in the form of average scores, percentages and ability categories. Findings - The result of the study revealed an average critical thinking score of 85,2 (high category), The highest-scoring indicator was connecting concepts (88%), while the lowest was identifying problems (79%). Novelty - This study integrated LOC-R model to mathematics learning in elementary school and assess its impact to eight specific indicator of critical thinking. Significance - The finding of the study provide evidence that implementation of LOC-R model is effective in enhancing students’ critical thinking, making it an alternative mathematics teaching strategy for fostering 21st-century competencies.
Co-Authors Dhoriva Urwatul Wutsqa Tria Mardiana