<![CDATA[This study aimed to determine the effect of the M-APOS learning model based on the Computational Thinking Approach on students’ mathematical problem-solving ability in terms of thinking style. This research employed a quasi-experimental design with a non-equivalent control group design. The population consisted of all tenth-grade students of SMK Negeri 7 Bandar Lampung. Using cluster random sampling, four classes were selected as the research sample, comprising two experimental classes and two control classes with a total of 140 students. Data were collected through a mathematical problem-solving ability test, a thinking style questionnaire, and observation sheets. The data were analyzed using a two-way analysis of variance (ANOVA) at a 5% significance level. The results showed that the learning model had a significant effect on students’ mathematical problem-solving ability. However, thinking style and the interaction between the learning model and thinking style did not have significant effects on students’ mathematical problem-solving ability. Therefore, the M-APOS learning model based on the Computational Thinking Approach serves as an effective instructional framework for mathematics teachers to enhance students' problem-solving ability while accommodating diverse cognitive thinking styles.]]>
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