<![CDATA[Purpose: This study aimed to examine the association between mathematical problem-solving ability and mathematical disposition among elementary school students after the implementation of Model-Eliciting Activities (MEAs) in mathematics learning.Method: The study employed a quantitative cross-sectional design involving 30 fifth-grade students from an elementary school in Indonesia. Data were collected using a mathematical problem-solving test and a mathematical disposition questionnaire administered after MEA-based instruction. The categorized data were analyzed using a 3 × 3 contingency table. Because most expected cell frequencies were below five, the Fisher–Freeman–Halton exact test was used to examine the association between the variables, while the contingency coefficient was reported descriptively to indicate association strength.Findings: The analysis showed insufficient statistical evidence of an association between mathematical problem-solving ability and mathematical disposition. The contingency coefficient indicated a weak association between the two variables. Although some students with higher mathematical disposition demonstrated stronger problem-solving performance, this pattern was inconsistent across the categories. These findings suggest that problem-solving performance may also be influenced by conceptual understanding, reasoning skills, prior learning experiences, and other cognitive and affective factors.Significance: The findings provide insights into mathematics learning following MEA-based instruction and emphasize the need for instructional approaches that integrate cognitive and affective development. The study also highlights the importance of interpreting nonsignificant findings cautiously, particularly in studies involving small samples and sparse categorical data.]]>
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