<![CDATA[This research aims to determine the difference in the average increase in students' mathematical problem solving ability scores between the experimental class which was given the Means-Ends Analysis strategy through the Jigsaw learning model and the control class which received conventional learning for class X students at MAN 1 Cilegon City. The samples were selected from two classes using cluster random sampling technique. This type of research is quasi-experimental with a non-equivalent control group research design. The instrument used in this research was a test of mathematical problem solving abilities. The results of the research show that there are differences between classes that receive learning using the Means-Ends Analysis strategy through the Jigsaw learning model and classes that receive conventional learning. This is shown by the results of the independent sample t-test with a t-value of 2.480 and a p-value of 0.008. This can be confirmation that the Means-Ends Analysis strategy through the Jigsaw learning model has a significant influence on problem solving.]]>
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