Enhancing Students` Mathematical Problem Solving Ability Through Brain Based Learning Approach

This research is motivated by the low ability of mathematical problem solving of high school students who need a learning approach to overcome the problem. Alternative approach used is problem-based learning approach. This study aims to examine whether the problem-solving ability of mathematical students using problem-based learning is better than using ordinary learning. The research method used is experimental method. At the end of the learning the two classes were given a test. The population in this study were high school students in SMAN 2 Cimalaka class XI, while the sample consisted of two classes chosen at random. The data collection in this research is a test of five questions, then the scores of mathematical problem solving abilities are analyzed by descriptive statistics and inferential statistic using two difference test average. Based on the results of research, both from data analysis and hypothesis testing, the authors conclude that the problem solving ability of mathematical students using problem-based learning is better than using ordinary learning.

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USING REALISTIC MATHEMATICS EDUCATION IN MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON STUDENTS’ MATHEMATICAL INITIAL ABILITY

Prima Jurnal Pendidikan Matematika ◽

10.31000/prima.v5i1.3166 ◽

2021 ◽

Vol 5 (1) ◽

pp. 35

Author(s):

Ilma Nurfadilah ◽

Hepsi Nindiasari ◽

Abdul Fatah

Keyword(s):

High School Students ◽

Mathematics Education ◽

Problem Solving ◽

Junior High School ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Realistic Mathematics Education ◽

Learning Approach ◽

Realistic Mathematics ◽

Better Than

The 2013 curriculum requires students to master the cognitive domains from analysis to evaluation. The fact is not all students have the same cognitive development. Junior high school students, it turns out that students who think concretely, must see in real terms, so the learning approach used in this study has to lead students to be active in learning. One of active learning approach is the Realistic Mathematics Education (RME). This study is an experimental research. The goals of this study are: 1. Is the mathematical problem-solving abilities of students who used the RME approach better than students who used the scientific approac? 2. Determine whether there is an interaction between the learning approach and the mathematical initial ability (high, medium, low) on students' mathematical problem-solving abilities. The results showed: 1. The mathematical problem-solving abilities of students who used the RME approach was better than students who used the scientific approach; 2. There is no interaction between the learning approach and mathematical initial abilities (high, medium, low) on students' mathematical problem-solving abilities.

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Mathematical Problem-Solving Through Cooperative Learning—The Importance of Peer Acceptance and Friendships

Frontiers in Education ◽

10.3389/feduc.2021.710296 ◽

2021 ◽

Vol 6 ◽

Author(s):

Nina Klang ◽

Natalia Karlsson ◽

Wiggo Kilborn ◽

Pia Eriksson ◽

Martin Karlberg

Keyword(s):

Problem Solving ◽

Cooperative Learning ◽

Student Performance ◽

Social Acceptance ◽

Peer Acceptance ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Control Group ◽

Learning Approach ◽

Heterogeneous Classrooms

Mathematical problem-solving constitutes an important area of mathematics instruction, and there is a need for research on instructional approaches supporting student learning in this area. This study aims to contribute to previous research by studying the effects of an instructional approach of cooperative learning on students’ mathematical problem-solving in heterogeneous classrooms in grade five, in which students with special needs are educated alongside with their peers. The intervention combined a cooperative learning approach with instruction in problem-solving strategies including mathematical models of multiplication/division, proportionality, and geometry. The teachers in the experimental group received training in cooperative learning and mathematical problem-solving, and implemented the intervention for 15 weeks. The teachers in the control group received training in mathematical problem-solving and provided instruction as they would usually. Students (269 in the intervention and 312 in the control group) participated in tests of mathematical problem-solving in the areas of multiplication/division, proportionality, and geometry before and after the intervention. The results revealed significant effects of the intervention on student performance in overall problem-solving and problem-solving in geometry. The students who received higher scores on social acceptance and friendships for the pre-test also received higher scores on the selected tests of mathematical problem-solving. Thus, the cooperative learning approach may lead to gains in mathematical problem-solving in heterogeneous classrooms, but social acceptance and friendships may also greatly impact students’ results.

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PENERAPAN PENDEKATAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VII MTs PADA MATERI PERBANDINGAN DAN SKALA

JPMI (Jurnal Pembelajaran Matematika Inovatif) ◽

10.22460/jpmi.v1i2.p113-122 ◽

2018 ◽

Vol 1 (2) ◽

pp. 113

Author(s):

Ratna Marlina ◽

Sifa Nurjahidah ◽

Asep Ikin Sugandi ◽

Wahyu Setiawan

Keyword(s):

Problem Solving ◽

Student Learning ◽

Learning Outcomes ◽

Mathematical Problem ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Mathematical Problem Solving ◽

Learning Approach ◽

Enhance Student Learning

This research aims to get results description of application of problem based learning approach in an effort to enhance student learning outcomes as well as knowing the increase in mathematical problem solving ability grade VII MTs on comparison of material and scale. The methods used in this research in the research conducted through two cycles of activity, and each cycles as much as 2 meeting. The subjek of this research is the teacher and all students of classes VII-B of 30 people. The object of this research are mathematical problem solving ability of students and the analysis undertaken aiming to find out the types of difficulties, hardships, cause factors and how the students in difficulty against handling problem solving math.

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KAJIAN TEORI MATEMATIKA EVERYONE IS A TEACHER HERE DAN PENDEKATAN QUANTUM TEACHING

Jurnal Padegogik Matematika ◽

10.35974/jpd.v1i2.658 ◽

2018 ◽

Vol 1 (2) ◽

Author(s):

Jade Rehulina Muntuan

Keyword(s):

Problem Solving ◽

Learning Process ◽

Mathematical Problem ◽

Teaching Approach ◽

Mathematical Problem Solving ◽

Learning Approach ◽

Peer Tutors ◽

Teaching Plan ◽

Teaching Learning ◽

The Right

Mathematics is one of the subjects which is learned at all levels of education. Ithappens because mathematics is used and needed in every aspect human activity. One of theabilities students must possess is the ability to solve problems. Facts in Indonesia show thatstudents' mathematical problem-solving abilities at both secondary and tertiary educationlevels are still not high. From previous studies reported that only 35% of students had problemsolvingskills, 25% of students were able to design completion plans and 20% of students hadthe ability to solve problems. The remaining 20% are students who have the ability to lookback at the completion steps. Looking at the research reports above, the teachers are expectedto choose the right strategy to be used in carrying out the learning process in the classroom sothat the goals that have been written in the teaching plan can be achieved. A learning modelcalled "Everyone is a Teacher Here (ETH)" is an alternative learning to improve students'mathematical problem solving abilities. The ETH Learning Model provides opportunities forall students to act as "instructors" to their peers or in other words "peer tutors". Anotheralternative learning that can be used to improve students' mathematical problem solving skillsis the Quantum Teaching learning approach. The Quantum Teaching Approach can givestudents an active learning that stimulates the student's brain so that learning can runoptimally. This Quantum Teaching Approach has an activity framework in the form of Grow,Experience, Name, Demonstrate, Repeat, and Celebrate.

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