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Suci Nurhayati
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Mathematics Education, FKIP Universitas Terbuka Jl. Cabe Raya, Pondok Cabe, Pamulang, Tangerang Selatan 15437, Banten – Indonesia
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Hexagon: Jurnal Ilmu dan Pendidikan Matematika
Published by Universitas Terbuka
ISSN : 30251982     EISSN : 29887763     DOI : https://doi.org/10.33830/hexagon
Core Subject : Education,
Education Mathematics
Hexagon: Jurnal Ilmu dan Pendidikan Matematika a peer-reviewed journal, provides a forum for publishing original research articles, review articles from contributors, and novel technology news related to mathematics education. This journal is designed to facilitate lecturers, researchers, mathematics school teachers, teacher educators, university students (Master and Doctoral) from all over the world who want to publish their research reports or their literature review articles (only for invited contributors), and short communication about mathematics education and its instructional. The Journal invites original research articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in mathematics education are welcome, which includes, but is not limited to the following topics: - Mathematics in Open Learning - Mathematics Ability - Model, Method, and Media in Mathematics Learning - Digital Technologies or ICT in Mathematics Learning - Design/Development Research in Mathematics Education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 1 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): October" : 1 Documents clear
Problem-Solving Pedagogy and Attitudinal Change in Mathematics: A Quasi-Experimental Study in Nigerian Secondary Schools Danlami, Kazaik Benjamin; Ayuba, Istafanus; Anas, Halliru; Ezumezuh, Gladys
Hexagon: Jurnal Ilmu dan Pendidikan Matematika Vol. 3 No. 2 (2025): October
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/hexagon.v3i2.13311.

Abstract

This study examined the effect of a Pólya-based problem-solving instructional strategy on senior secondary students’ attitudes toward mathematics in Kaduna State, Nigeria. Guided by constructivist learning theory, the study adopted a quasi-experimental pretest–posttest control group design involving 200 students purposively selected from public schools. The Mathematics Attitude Questionnaire (MAQ) was administered before and after a six-week intervention to measure enjoyment, anxiety, perceived competence, and perceived usefulness. The experimental group received instruction based on Pólya’s four-step model, while the control group received conventional teaching. Data was analyzed using descriptive statistics and analysis of covariance (ANCOVA) to control baseline attitudes. Results revealed that although the problem-solving group achieved higher mean post-test attitude scores, the difference was not statistically significant (p > .05). Pre-attitude scores were the strongest predictor of post-attitudes, indicating that existing dispositions largely determined outcomes. These findings suggest that short-term problem-solving interventions may foster slight positive trends but require longer and more sustained implementation to produce significant attitudinal change. The study recommends integrating structured problem-solving with effective support strategies to enhance students’ confidence and interest in mathematics.

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