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Ellis Salsabila
Program Studi Magister Pendidikan Matematika, Universitas Negeri Jakarta

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Pengaruh model problem based learning dengan strategi konflik kognitif terhadap kemampuan pemecahan masalah Dedi Saputra Siagian; Ellis Salsabila; Eti Dwi Wiraningsih
SAP (Susunan Artikel Pendidikan) Vol. 10 No. 1 (2025): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v10i1.10

Abstract

Problem-based learning (PBL) model and cognitive conflict strategy have an impact on mathematical problem-solving ability (MCE) and initial mathematical ability (EAC). Students' poor problem-solving ability and the need for a learning model that teaches students to think critically and analytically are the main issues in this study. A quasi-experimental design with a 2×2 factorial design was used. All students of junior high schools in grade VII in Palmerah District were the subjects of this study. Two groups consisted of samples: one group used PBL with cognitive conflict, and the other used direct learning. Data analysis was carried out using t-test and Two Way ANOVA. The results of the t-test showed a significant difference between the average MCE of students who learned using PBL compared to direct learning (t(142) = -2.539, p = 0.012). The results of the ANOVA test showed that KAM had a significant effect on KPM (F(1,92) = 453.358, p = 0.000), and there was an interaction between the learning model and KAM on KPM (F(1,92) = 11.043, p = 0.001). Thus, the PBL model with cognitive conflict strategy has proven to be effective in significantly improving students' mathematical problem solving abilities, especially when adjusted to the students' initial mathematical ability level  
Co-Authors Dedi Saputra Siagian Eti Dwi Wiraningsih